Workplace Learning Event on Coaching: Evaluation Essay

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Learning Event Evaluation

Learning events are critical to the development of any specific workplace and an organization as a whole. Such events may have a diverse nature and be designed to address a multitude of issues such as workplace relationships, performance, work-related health, quality-improvement, to name a few. They also can be delivered in a variety of forms such as classroom learning and seminars, peer coaching, and interactive or game-based activities. The effectiveness of each particular learning event or plan depends on how it is formed, delivered, assessed, and followed-up. The present paper provides an evaluation of a learning experience encountered as a first-hand experience.

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According to the information presented by the NHS Leadership Centre (n.d.), the contemporary workplaces combine classroom learning type of events alongside e-learning and coaching practices; the latter are gaining more popularity due to their flexible and practical nature. The learning event under evaluation was carried out in the form of seminars that is among the most popular ways of information delivery, but not the most flexible and practical one.

One of the most important aspects contributing to the effectiveness of the adult learning programs and plans is the competency of a teacher. The key characteristics of an excellent educator, as identified by the adult learners, are the ability to teach practice alongside theory, provide relevantly, evidence-based, and valid knowledge applicable in the given workplace, stimulate a discussion and use a variety of different teaching techniques and methods, demonstrate approachability, and be sympathetic toward the learners’ personal experiences (Schwartz, 2015).

As for the instructor who was in charge of the learning event under discussion, they were highly professional and managed to engage the learners and form friendly relationships promoting trust and establishing an inclusive and sharing environment. Also, they were able to communicate the importance of the new information and show how it can be applied in practice. That is why the event was effective and beneficial for all the employees who attended it.

According to Vaughan (2008), the adult learning events conducted in a workplace can be focused on two objectives: first – the differentiation between work and learning and delivering theory as a method of self-actualization and an opportunity for improvement, and second – the integration of learning and the new knowledge into the working process and practice; also, the author mentions that both approaches can be used in combination, thus complementing one another. They discussed learning event was carried out with the orientation to the practice, offering the new material from the perspective of its applicability to the specific tasks carried out in the given workplace.

Moreover, the learning event was initiated specifically for the purpose to strengthen the coaching culture in the workplace and enable the employees to provide training to their peers and the new workers. This form of coaching is recognized as internal coaching; its major objective is to offer support to the staff and minimize the likelihood of performance-related problems that occur due to the lack of communication between the employees or the insufficiency of sources of information (Arnold, 2009).

The values of coaching in the workplace are multiple. First of all, it provides autonomy to the learners and enables them to explore and actualize their potential, implement creative approaches, and be responsible for their methods of problem-solving; besides, it establishes a closed contact between the workers, thus allowing them to form partnerships and teams, show their stronger sides, and assume leadership roles (Arnold, 2009).

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When it comes to the event under discussion, it was conducted in a form of external coaching to enable future internal coaching. I believe that this is a very effective strategy because in many cases, the employees and managers who have not been coached before are asked to carry out coaching events, they may become nervous and reluctant to comply with this practice of education delivery due to the lack of experience and confidence (McCarthy & Milner, 2013).

This is one of the major challenges that prevent internal coaching. An additional obstacle is presented by the established relationships between the coaches and the expected learners that may be jeopardized by the learning events, thus disrupting the working process or its parts (McCarthy & Milner, 2013). Since my organization is on its way towards embracing the regular practice of training and improvement, it had to be initiated with the help of an external coach who also was an independent expert able to offer a new and fresh perspective on the existing difficulties, their causes, and the ways to boost performance.

Also, coaching relationships stand apart from the other forms of employee relationships present in the workplace; for instance, mentoring is a form of workplace interaction different from peer-coaching (Jones & Gillaume, 2015). While coaching involves a coach and a coachee, this relationship is different from the traditional subordinate-superior interaction typical in most workplaces (Jones & Gillaume, 2015). The evaluated learning event was delivered in a manner that enabled the learners to approach the instructor, share experiences, and exchange knowledge on a less restricted and formal level.

The inclusive and friendly atmosphere during the learning sessions was, mainly, the instructor’s achievement because of their ability to demonstrate approachability and connect with the learners on a personal level establishing an interactive environment, promoting active participation and the appreciation for creativity. At first, the learners felt uneasy due to not knowing what to expect from the seminars and how to act during their course. In that way, the instructor served as a deliverer of valuable information applicable in practice and also became a role model for the future workplace coaches demonstrating engaging techniques helping establish productive and effective interactions without stressing out the learners or making them uncomfortable.

To sum up, coaching is a form of provision of learning experiences and new knowledge that is aimed at the encouragement of the learners to become more confident, embrace autonomy, and become able to help themselves in future explorations and professional encounters (Institute of Leadership and Management, n.d.). The event under evaluation was aimed at the provision of information applicable in practice and helping to boost the learners’ performance.

It also served as an excellent experience for the future coaches as they were able to watch a professional instructor and their techniques of working with the audience, engaging the learners, and establishing contact. The learning event was conducted mainly in the form of seminars that included the elements of interactive and game-based learning, thus helping the learners practice the new knowledge and develop skills to use in the workplace in the future. Overall, I evaluate the event as very successful and helpful on many different levels.

References

Arnold, J. (2009). Coaching skills for leaders in the workplace. Web.

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Institute of Leadership and Management. (2005). Creating a coaching culture. Web.

Jones, R., & Gillaume, Y. (2015). The effectiveness of workplace coaching: A meta-analysis of learning and performance outcomes from coaching. Journal of Occupational and Organizational Psychology, 1-30.

McCarthy, G., & Milner, J. (2013). Managerial coaching: Challenges, opportunities and training. Journal of Management Development, 32(7), 768-779.

NHS Leadership Centre (n.d.). Literature review: Coaching effectiveness – a summary. Web.

Schwartz, M. (2015). New methods in adult education. Web.

Vaughan, K. (2008). Workplace learning: A literature review. Web.

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IvyPanda. 2021. "Workplace Learning Event on Coaching: Evaluation." April 15, 2021. https://ivypanda.com/essays/workplace-learning-event-on-coaching-evaluation/.

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