Professional Skills Development, Coaching-Leadership Styles - Essay Example

? Professional Skill Development Professional Skill Development This section of the paper focuses on the coaching-leadership styles, with ways to teach an individual, in accordance to their learning styles. There are organizations that prefer coaching as a leadership style for managing the workforce. The coaching leadership style is regarded to be substantial in the organization, as a leadership strategy with the aim of improving the organization performance. The leadership style of coaching is referred to as a partnership-centered leadership and is aimed at the achievement of the objective. Moreover, this leadership style is aimed at the development of the person, who is being coached. The leadership of coaching is applicable to numerous situations of management to facilitate the realization of the strengths and challenges. There is the identification of the motivation factors, team building, provision of feedback, delegation, the resolving of the challenges to increase the employee’s awareness. This focuses on the changes of the behaviors that are problematic, in order to focus on the opportunity for growth and improvement of the organization. In order for the coaching leadership to be effective, there is the need to focus on identifying the way people process the information. This gives way to communicate to the employees in the provision of feedback, issuing assignment, and while motivating them in order for them to achieve more in the organization (Sally, 2004). There are different means that various employees understand and perceive information in accordance to their learning style. Thus, there are different types of learning styles that can be applied in the process of coaching the employees in order to foster their effective understanding of the information. The first group is referred to as the visual learners. They are more likely to respond positively to the instruction manuals, visual timelines progress charts for feedback and strategic plans that are written. They are highly motivated by charting progress that occurs in groups. They also respond well to things that are visuals in order to understand quickly. Therefore, the coaching leader should consider giving them written information, and they should be referred to additional reading. Others are referred to as the verbal learners that respond favorably to instruction that are given through verbal means. This can also involve talking in debates and asking of questions. Therefore, there is a form of motivation that is involved when these employees get the feedback verbally like asking and answering of questions, being praised and hearing about their progress. Therefore, the leaders should ensure that they deliver the information to them through, lectures, conferences or coaching verbally, in order to give them a chance for them to respond (Diener, 2010). The other group is referred to as kinesthetic learners who are well responsive to the demonstration of the ideas. They are highly motivated by participating in a group presentation, as they play a significant role in the situation. Therefore, the leaders should consider giving to them a form of demonstration for the things that they have accomplished. The leaders should also foster the participation of the employees in a group presentation in order for them for them to respond favorably to the demonstrations. The coaching leaders have a profound background on the numerous learning styles on the employees, in order to focus on the modification of the behaviors of the team’s interactions and in this way, each member of the organization is communicated to effectively. Thus, it brings the opportunity to evaluate the performance of each of the members. The help that is offered to them to succeed in improving their skills will in turn help to achieve the organization’s objective. The other issue is on the active listening, which is considered to be a structured way through which one can listen to a person involving a quiet mind. This is also referred to as the emphatic listening, which requires the cultivation of skills (Hoppe 2011). However, in order to be considered as an active listener, there is no need to have some form of agreement with a person. The communication involves more than just the act of having a conversation with another person. Communication means more than just talking due to the need of the listening. Some other things are required in order to have an active listening session. The listener is supposed to look at the person who is talking without doing other things that can cause the distraction. There is the need to pay keen attention to the tone variation with the emotions of the individual. The listener is also urged to be attracted to the conversation. There is also need to restate the ideas that are being mentioned by the other party in order to facilitate the full understanding of the ideas. The other issue is on the dialogue, which is considered a methodology that involves the use of the skills and the process in order to foster a critical conversation with another person. It is used in order to share ideas with others and assist others with different views, beliefs, interests and ideas. This focuses in the deepening of the other persons understanding. In the process of the dialogue, the participants there is no debate or persuasion involved. The participants seek to derive their ideas from their own experience for the topic presented by the person referred to be the facilitator. Dialogue has been used to facilitate the sharing of perspectives of different individuals and resolving conflicts. The dialogue is also applied in the achievement of change. The process of an active dialogue calls for a skilled facilitator that is considered the third party in the dialogue. This facilitator is a person that has no direct stake on the issues that are being involved in the dialogue. The person should also be with no bias on the issue in order to ensure that the dialogue is conducted effectively. Diversity is focused on the differences and the similarities that people bring in a given organization. Through definition, it entails the dimensions beyond the specified legally affirmative action of non-discrimination statues. According to Deborah (1999), there is an interpretation of diversity, which includes the ways in which the influence of identities and perspectives of individuals bringing their professionalism, education, influence of their geographical location and parental status in a work place. Richard (2001) argued that, the issue of diversity includes everyone in the work place. In various ways, its initiative complements the compliance program involving the non-discrimination. This is through the creation of an organization culture of developing different work and workplace environment. There are also practices, which encourage learning to establish the advantages associated with the diverse perspective (Deborah, 1999). The diversification in the workforce is depicted in the dynamic world and market place. There is high benefit that is associated with the diversity in the work place. There is also a benefit in upholding the respect for individuals in the work place through establishing a competitive edge, for improving the organization productivity (Cornell University ILR School 2010). The management that embraces diversity has the benefits to the associates through the development of a fair environment, for everyone’s accessibility to the challenges and opportunities Flagg (2002). The workplace diversity is integrated with the managing tools are the relevant way of educating employees about the laws, regulations that are associated with the issue of diversity. Given the fact that numerous organizations have diverse cultures, there is a significant need to embrace the guidelines that are introduced in this paper. References Devoe Deborah. (1999). Managing a diverse workforce. San Mateo, CA: InfoWorld Media group. Print This article focuses on today's workplace, and the way it is more prevalent in the future. It also focuses on the advantage, like the in IT managers and diversity experts. It includes the teams made up of professionals with variety of backgrounds tap the largest pool of IT talent. Cornell University ILR School (2010). Catherwood library: Workplace Diversity Introduction. Retrieved on Jan 23 2012 from This is a guide that focus on the introduction to key library and online resources in the area of workplace diversity, this also includes the practitioner resources, journals, consultant directories, and more Flagg, Alex. (2002). Managing diverse workgroups successfully. United Behavioral Health. Retrieved on Jan 23 2012 from http://www.ubhnet.com The article focuses on Diversity in terms of how for the last 10 years been often misunderstood. In addition, the way managers are developing new skills and strengths in their workforce through successful diversity management. Koonce, Richard. (2001). redefining diversity: It's not just the right thing to do; it also makes good business sense. Training and Development, December. This article Title: Redefining Diversity: It's Not Just the Right Thing to Do. It Also Makes Good Business Sense. Contributors: Richard Koonce - author. Magazine Title: T&D. Volume: 55. Issue: 12. Publication Date: December 2001. Page Number: 22+. COPYRIGHT 2001 American Society for Training & Development, Inc.; COPYRIGHT 2004 Gale Group Edda Weigand. (2008).Dialogue and Rhetoric. Volume 2 of Dialogue Studies. New York John Benjamins Publishing Company.Print The volume deals with the relationship between dialogue and rhetoric. The actual state of the art in dialogue analysis is characterized by a tendency to overcome the distinction between competence and performance and to combine components from both sides of the dichotomy, in a way, which includes rules as well as inferences. Robert Biswas-Diener. (2010) Positive Psychology as Social Change. Series. New York. Springer. Print This book shows growing interest in positive psychology as evidenced by the swell in positive psychology graduate programs, undergraduate courses, journals related to the topic, popular book titles on the topic and scholarly publications. Colleen Abbott, Sally Godinho. (2004). Speak, listen, and learn: building speaking, discussion, and presentation skills in every classroom. New York. Pembroke Publishers. Print This book offers the strategic guide teachers will find practical ways to help students understand the subtle but significant aspects of our language such as justification, implied meaning, opinion, persuasion and argument. Peter Wright, John McCarthy. (2010) Experience-centered design: designers, users, and communities in dialogue Volume 9 of Synthesis lectures on human-centered informatics. Atlanta. Morgan & Claypool Publishers. Print In this book, we set out our understanding of experience-centered design as a humanistic approach to designing digital technologies and media that enhance lived experience. All of these terms have emerged and gained acceptance in the Human-Computer Interaction (HCI) and Interaction Design relatively recently. Michael H. Hoppe. (2011).Center for Creative Leadership, Active Listening: Improve Your Ability to Listen and Lead. Volume 113 of J-B CCL. John Wiley and Sons. Print This book explores the ideas concerning active listening as a state of mind that involves paying full and careful attention to the other person, avoiding premature judgment, reflecting understanding, clarifying information, summarizing, and sharing. Read More