How to Perform On-the-job Training - Dean Amory

How to Perform
On-the-job Training
Compiled by Dean Amory

How to Perform
On-the-job Training
What every Coach should know about Skills Coaching
Professional OJT Training Program
Composed by Dean Amory
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Title: How to Perform On-The-Job Training
Compiled by: Dean Amory
Dean_Amory@hotmail.com
Publisher: Edgard Adriaens, Belgium
eddyadriaens@yahoo.com
ISBN: 978-1-291-43473-6
© Copyright 2013 Edgard Adriaens, Belgium, - All Rights Reserved.
This book has been compiled based on the contents of trainings, information found in other books
and using the internet. It contains a number of articles and coaching models indicated by TM or ©
or containing a reference to the original author. Whenever you cite such an article or use a
coaching model in a commercial situation, lease credit the source or check with the IP -owner. If
you are aware of a copyright ownership that I have not identified or credited, please contact me at:
eddyadriaens@yahoo.com
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Index
How to Perform On-the-job Training ....................................................................................3
Index........................................................................................................................................5
On-the-job training................................................................................................................10
1. General Introduction .........................................................................................................10
1.1 The main methods of one-the-job training include:....................................................10
1.2 Advantages and disadvantages....................................................................................11
2. Professional Coaching.......................................................................................................12
2.1 General Framework of a Professional Coaching Program.........................................12
2.2 Coaching Conversations and Laser Coaching ............................................................12
Coaching Conversations ...............................................................................................12
Laser Coaching .............................................................................................................14
2.3 Core Coaching Skills: the 20% that gets 80% of the results.......................................14
2.4 Action Learning ..........................................................................................................14
What is Action Learning? .............................................................................................14
3. A Coaching Culture .........................................................................................................16
3.1 Definition ....................................................................................................................16
3.2 10 steps to building a coaching culture.......................................................................16
4. A Comprehensive Program to Deliver On-The-Job Training...........................................19
4.1 Scope of the Study: .....................................................................................................19
4.2 Models of OJT ............................................................................................................19
A prototypical procedural model of OJT from the literature includes these steps: ......19
4.3 Description of a new cognitive model for OJT...........................................................20
A Holistic Model...........................................................................................................21
4.4 The importance of using a large repertoire of strategies.............................................21
4.5 OJT Practices Reported by Coaches ...........................................................................22
4.6 Descriptive Results .....................................................................................................23
1. What you expect is what you get ..........................................................................23
2. Trainers have to know what they are talking about ..............................................23
3. Creating Learning Organizations ...........................................................................24
4. How People Learn.................................................................................................24
5. Ask, Don’t Tell .....................................................................................................24
6. Make Learning Fun...............................................................................................24
7. Make Sure Trainees Feel Comfortable .................................................................25
8. Get product knowledge to a higher level ..............................................................25
9. Be creative in your communication with trainees.................................................26
10. Make Learning Fun...........................................................................................26
11. Hand the initiative over to the trainees .............................................................26
12. Use Open Questions And Interruptions To Keep Trainees Alert .....................27
13. Get Everyone Involved ....................................................................................27
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5. Coaching Tips ...................................................................................................................29
5.1 General Training Tips .................................................................................................29
Coaching Tip 1 - Planning ............................................................................................29
Coaching Tip 2 - General Tips......................................................................................30
Coaching Tip 3 - Induction training tips:......................................................................30
Coaching Tip 4 - A Simple Tool to Ask for Feedback .................................................30
Coaching Tip 5 - Basic Guidelines to Reframing — to Seeing Things Differently ....31
Coaching Tip 6 - Use The Art of Challenge .................................................................32
Coaching Tip 7 - Stimulate Self Coaching: ..................................................................32
Coaching Tip 8 - How to Set Clear Agreements .........................................................32
Coaching Tip 9 - Acknowledge training and development achievements....................33
6. A Guide to Coaching in the Workplace ............................................................................35
6.1 Introduction.................................................................................................................35
6.2 Glossary of Terms......................................................................................................36
6.3 What is Coaching? ......................................................................................................37
Other types of training ..................................................................................................37
Using other types of training to introduce a new system..............................................37
6.4 The Benefits Of Training ...........................................................................................38
6.5 A Systematic Approach To Training ......................................................................40
6.6 The Connection Between Training And Coaching .....................................................51
6.7 Training Methods........................................................................................................52
6.8 The Three Stages Of The Coaching Process...............................................................53
6.9 Learning Styles ...........................................................................................................54
How does a trainee’s learning style relate to the coaching style?.................................54
More Information about Kolb Learning Styles.............................................................55
Kolb’s experiential learning theory (learning styles) model.........................................56
Kolb's model therefore works on two levels - a four-stage cycle:................................56
Diagram of Kolb’s learning styles ................................................................................57
Learning Styles .............................................................................................................57
Our learning style is a product of these two choice decisions: .....................................58
Kolb’s learning styles - matrix view .............................................................................59
Kolb learning styles definitions and descriptions .........................................................59
Relationships between Kolb and other behavioural/personality theories .....................60
Honey and Mumford’s variation on the Kolb system...................................................61
Factors that influence learning and motivation.............................................................63
6.10 How to Prepare for Coaching...................................................................................64
Finding out trainee information ....................................................................................64
What information the trainee expects from you............................................................66
What will the coaching consist of? ...............................................................................66
Writing learning objectives...........................................................................................68
Matching coaching methods to objectives ....................................................................69
Matching methods to objectives ...................................................................................69
When should the coaching take place? .........................................................................70
How do I prepare the trainee for learning? ...................................................................70
6.11 Listening – An Essential Communication Skill........................................................71
Listening techniques .....................................................................................................71
Checklist for listening techniques .................................................................................71
The Effective Listener...................................................................................................72
A good listener does . . .................................................................................................72
A good listener does not . . ...........................................................................................73
How to help put the trainee at ease and establish rapport? ...........................................73
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How do I prepare myself to conduct the coaching?......................................................73
6.12 Introducing The Coaching Session ...........................................................................74
6.13 Demonstrating The Task...........................................................................................75
Demonstrating a manual versus procedural task...........................................................76
6.14 Monitoring Trainee’s Progress towards Competence...............................................78
What is involved in the process of monitoring? ...........................................................78
How to monitor the trainee after demonstrating? .........................................................78
6.15 Being Observed........................................................................................................78
6.16 Monitoring Progress By Observation .......................................................................79
How to monitor the trainee’s performance? .................................................................79
6.17 Constructive Feedback..........................................................................................80
Generally, constructive feedback has the following seven factors: ..............................80
6.18 Evaluating Feedback .................................................................................................84
6.19 How Do I Consolidate The Trainees Learning .....................................................85
6.20 What next? ............................................................................................................85
6.21 The Coaching Process - Appendices.........................................................................86
EXAMPLE OF A PRO FORMA FOR INITIAL ASSESSMENT...............................86
EXAMPLE OF PRO FORMA FOR CREATING TRAINEE INTEREST..................86
EXAMPLE OF PRO FORMA FOR COACHING SESSION......................................86
STANDARD KNOWLEDGE ......................................................................................86
POINTS TO CHECK PRIOR TO COACHING...........................................................86
POINTS TO CHECK WHEN INTRODUCING THE COACHING SESSION..........87
POINTS TO CHECK DURING THE COACHING SESSION ...................................87
POINTS TO CHECK WHEN PROVIDING CONSTRUCTIVE FEEDBACK ..........87
SOME GUIDELINES FOR DEVELOPING LEARNING SKILLS............................87
POINTS TO CHECK WHEN CONSOLIDATING THE TRAINEE'S LEARNING..88
HO TO COACH............................................................................................................88
7. Coaching Skills for On-the-Job Trainers ..........................................................................90
7.1 Scope of the document................................................................................................90
7.2 Strategy .......................................................................................................................91
7.3 The OJT Team ............................................................................................................91
7.4 Parameters of a structured training program..............................................................92
7.5 Working with supervisors for successful implementation..........................................92
7.6 Selecting and preparing coaches .................................................................................93
Selection and Training ..................................................................................................94
Some of the characteristics that make a good coach are (Leach, 1996) .......................94
7.7 Trainees' role in on-the-job training programs............................................................95
Trainees’ responsibility in the relationship...................................................................95
Setting trainee prerequisites ..........................................................................................95
Evaluating trainee performance ....................................................................................96
Granting company certifications to trainees .................................................................96
7.8 Developing and/or selecting training materials ..........................................................97
7.9 Implementation of the OJT Program ..........................................................................97
7.10 Evaluating the program.............................................................................................98
7.11 Summary ...................................................................................................................99
7.12 References.................................................................................................................99
8. Guide To Conducting A Coaching Skills Workshop For On-The-Job Training ............100
8.1 Goal of this Workshop ..............................................................................................100
8.2 Objectives..................................................................................................................100
8.3 Unit Objectives: ........................................................................................................101
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8.4 Workshop Topics ......................................................................................................102
8.5 Pre-class Preparation.................................................................................................103
Items on the following checklist should be taken care of before each session...........103
8.6 Workshop Evaluation................................................................................................104
8.7 Coach’s Notes for Coaching Skills Workshop for OJT............................................104
8.8 Welcome and Introductions ......................................................................................104
8.9 Unit 1: What is a Coach? ..........................................................................................105
WWIFM? - What is in it for me?............................................................................106
8.10 Unit 2: The Coach/Trainee Relationship ................................................................106
Communication...........................................................................................................106
val·i·date .....................................................................................................................107
Listening......................................................................................................................107
Good listeners .............................................................................................................107
Asking Good Questions ..............................................................................................108
Types of Questions......................................................................................................108
Giving Feedback .........................................................................................................108
Responsibilities ...........................................................................................................109
8.11 Unit 3: Coaching Adults .........................................................................................110
The Cone of Learning .................................................................................................111
8.12 Unit 4: Preparing a Training Outline ......................................................................112
A practical training outline: ........................................................................................112
How to Make a Training Plan:....................................................................................112
Why do you need a training plan? ..............................................................................113
How to develop a training plan ...................................................................................113
8.13 Unit 5: Coaching Practice .......................................................................................117
8.14 Unit 6: Wrap-up ......................................................................................................117
8.15 Power Point Slides for Coaching Skills Workshop for OJT...................................118
9. Coaching Skills Workshop For On-The-Job Training....................................................145
9.1 Coaching Skills Workshop Plan ...............................................................................145
9.2 Expectations ..............................................................................................................146
9.3 OJT Coaching Pre-assessment ..................................................................................146
9.4 Why Structure On-The-Job-Training? ......................................................................146
9.5 Unit 1: What Is a Coach? ..........................................................................................146
Successful Coaching ...................................................................................................146
Coaching Readiness Self-Assessment ........................................................................147
Characteristics of a Good Coach.................................................................................148
Super Coach or Blooper Coach?.................................................................................149
WIIFM (What’s in it for me?).....................................................................................149
9.6 Unit 2: The Coach/Trainee Relationship ..................................................................150
Establishing a Relationship.........................................................................................150
Effective Communication ...........................................................................................151
The Communication Process ......................................................................................151
Listening Skills ...........................................................................................................151
Asking Good Questions ..............................................................................................152
1. Closed-Ended Questions .........................................................................................152
2. Open-Ended Questions ...........................................................................................152
Giving Feedback .........................................................................................................153
Feedback Techniques..................................................................................................153
Effective coaches ........................................................................................................153
Informal Versus Formal Feedback..............................................................................153
Communication Skills Summary ................................................................................154
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Responsibilities ...........................................................................................................154
9.7 Unit 3: Coaching Adults ...........................................................................................155
Characteristics of Adult Learners ...............................................................................155
Effective Coaching......................................................................................................157
Effective Coaching Activity........................................................................................157
Common Training Errors............................................................................................158
Effective Assessment ..................................................................................................159
Coaching Checklist .....................................................................................................160
Steps to Successful Coaching .....................................................................................162
9.8 Unit 4: Preparing a Training Outline ........................................................................162
Part I - Job Steps .........................................................................................................163
Part II - Grouped Order Of Steps ................................................................................163
Document "Training Outline Activity"………………………………………….…..163
Part III - Important Considerations .............................................................................164
9.9 Unit 5: Coaching Practice .........................................................................................164
Practice Coaching Activity .........................................................................................164
Group Job Steps and Sub steps Coaching Considerations..........................................165
OJT Trainee Pre-assessment .......................................................................................166
OJT Observer’s Form..................................................................................................167
OJT Progress Review..................................................................................................169
OJT Trainee Feedback ................................................................................................170
Coaching to Different Skill Levels Activity ...............................................................171
OJT Trainee Pre-assessment .......................................................................................171
9.10 Unit 6: Wrap-up ......................................................................................................172
Coaching Support........................................................................................................172
Job Aids.......................................................................................................................172
Your Next Steps ..........................................................................................................172
Workshop Expectations ..............................................................................................174
Coaching Skills Workshop Evaluation .......................................................................174
Sources :..........................................................................................................................175
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On-the-job training
1. General Introduction
Author: Jim Riley
On-the-job training, also called on-the-job coaching or skills coaching is training that takes place
while employees are actually working. It means that skills can be gained while trainees are carrying
out their jobs. This benefits both employees and the business. Employees learn in the real
work environment and gain experience dealing with the tasks and challenges that they will meet
during a normal working day. The business benefits by ensuring that the training is specific to the
job. It also does not have to meet the additional costs of providing off-the-job training or losing
working time.
1.1 The main methods of one-the-job training include:
‘Sitting next to Nellie’ or ‘Following Joe Around’ - this describes the process of working
alongside a colleague to observe and learn the skills needed for a particular process. This
can be a faster and more useful way of learning a job role than studying a written manual.
The colleague is always on hand to answer any questions or deal with any unexpected
problems. However, a completely unstructured training may not be meeting current
training needs. Worse, it may perpetuate bad habits and create “trained” employees who are
not given the same information or evaluated to the same standards. Wiehagen et al.
comment that, “Success in using unplanned OJT is usually dependent on the luck of the
draw, that is, whether the informal trainer is competent at the task he or she is teaching, is
motivated to teach, can organize the job into logical components, and knows something
about good practices in teaching and evaluating” (2002, p. 27). It is only through planning a
structured OJT program that consistency can be created and maintained. At the least, all
trainees who have successfully completed such a program can be expected to perform at an
established level—they will know what they must do to be successful.
Coaching - an experienced member of staff will help trainees learn skills and processes
through providing instructions or demonstrations (or both).
Mentoring - a more intensive method of training that involves a close working relationship
between an experienced employee and the trainee. each trainee is allocated to an
established member of staff who acts as a guide and helper. A mentor usually offers more
personal support than a coach, although the terms ‘mentor’ and ‘coach’ are often used
interchangeably.
Job rotation - where the trainee is given several jobs in succession, to gain experience of a
wide range of activities (e.g. a graduate management trainee might spend periods in several
different departments)
Projects - employees join a project team - which gives them exposure to other parts of the
business and allow them to take part in new activities. Most successful project teams are
"multi-disciplinary"
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1.2 Advantages and disadvantages
The advantages and disadvantages of this form of training can be summarised as follows:
Advantages Disadvantages
Generally most cost-effective
Employees are actually productive
Opportunity to learn whilst doing
Training alongside real colleagues
Some other advantages of OJT are:
Quality depends on ability of trainer and time
available
Bad habits might be passed on
Learning environment may not be conducive
Potential disruption to production
Training takes place in the actual work environment. The trainee is surrounded with the sights,
sounds, smells, etc., of the job, so little is left to the trainee's imagination.
The coach demonstrates the task at the job site using the same tools and/or equipment the trainee
will use to perform the task.
The coach can tailor the training to meet the needs of each trainee because the coach has the option
to change the pace, order, depth, and the length of instruction to allow the trainee to learn the task.
The trainee is able to practice the task and gain hands-on experience.
Possible disadvantages to OJT that should be considered:
The actual job site may not be the best place for training. The equipment at the job site may not be
available for the length of time required to conduct OJT. Training may have to take a "back seat" to
the requirements for operation. That is, the equipment may simply not be available for training due
to operational goals or commitments.
In some cases, the actual cost of OJT can be high. OJT is usually conducted one-on-one, and this
method of training and performance testing takes a great deal of time. In some cases, an coach can
train more than one trainee; however, performance tests should always be done one-on-one.
Certain equipment may be dangerous in the hands of a trainee even under close supervision. (A
simulator training setting would be a more desirable setting for tasks that fall in this category.)
There is also a chance that a trainee may damage equipment in the process of learning how to
operate it.
The ultimate success of any training program requires a strong commitment to training by both line
organization management and training management. The concurrence of these organizations
regarding goals and content of an OJT program is essential for effective training.
Training review/steering groups have been an important link in this process at several facilities.
However, the facility's line organization has the ultimate responsibility for the proper training of
their personnel.
Accurate records that document the actions and decisions made during each OJT program's
construction and revision should be maintained to serve as the audit trail. The critical portion of an
audit trail is not necessarily the decisions themselves, but the rationale that led to making them.
These records should be maintained on an ongoing basis.
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2. Professional Coaching
© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC
Source: http://www.businessballs.com/traindev.htm
2.1 General Framework of a Professional Coaching Program
http://managementhelp.org/leadingpeople/coaching.htm#anchor2522691
Coaching for skills helps the executive learn specific skills, abilities and perspectives over a period
of several weeks or months. The skills to be learned are usually clear at the outset and are typically
related to skills associated with an executive assuming new or different responsibilities.
There is no standardized approach to a coaching program that all practitioners agree on, much like
there is in medicine where standardized procedures are used for certain maladies. Rather, each
coach focuses on a particular type of, and approach to, coaching that suits his/her nature and
interests, and applies that approach to the types of trainees that most closely matches the coach's
passions, interests and capabilities. However, the reader can get an impression of a general
framework that seems common to the approaches of many coaches.
How the framework is implemented depends on the coach's training and any particular model or
school followed by the coach. Also, there has been a dramatic increase in the number of coaches
and, consequently, increasing competition among them. One of the ways that coaches can
differentiate each other is by how they customize their coach process to seem even more powerful
and unique.
The framework seems to be:
1. Forming a relationship with the trainee, including assessing if they are really ready for
coaching.
2. Establishing a mutual agreement or coaching contract, including about the roles of the
coach and the trainee, ground rules for working together, frequency of meetings,
confidentiality, etc.
3. Developing job-centered goals to be achieved during the coaching project.
4. A series of face-to-face meetings with the coach and trainee, including ongoing questions,
affirmations, accountabilities, etc., to identify relevant and realistic actions the trainee can
take to achieve the goals.
5. Evaluating the coaching, both during and shortly after the project.
2.2 Coaching Conversations and Laser Coaching
Coaching Conversations
In contrast to a coaching program, which includes the above framework, coaching can be done in a
one-time conversation. The conversation might include a small sampling of the type of support that
a coach would give in each of the meetings in a coaching program.
Learning Coaching – Example of Effective Coaching Conversation
In personal and professional coaching, the coach works to guide and support the trainee to solve a
problem or achieve a goal. The coach might use a variety of tools, but good questions is one of the
most powerful tools the coach can use to help the trainee to:
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1. Clarify a current, important priority that the trainee wants to work on;
2. Identify relevant and realistic actions to address that priority;
3. Take the actions in the trainee’s work or life; and
4. Learn by reflecting on the coaching and the actions.
In peer coaching groups, members – who are coaches in the groups – are taught the basics about
how to get coached and coach each other. Skills in coaching can be useful for coaching oneself,
friends, family members, peers at work, subordinates and even your boss.
One of the clearest ways to distinguish the power of coaching is by comparing an effective coaching
session with an effective session.
In the following, let’s assume that Tom’s current priority, or coaching goal, is to improve his time
management.
Sample of an Ineffective Coaching Session
Tom: I have a time management problem. I just don’t get enough done in a day.
Bob: Yeah, me, too. That’s hard for all of us.
Tom: My boss wants me to get more done, too. I’ve asked him for help, but he said everything on
my to-do list is important and that I need to get it all done. He makes me feel even worse.
Bob: Wow, your boss sounds like he’s not helpful at all. What are you going to do? If you find
something’s that’s useful, tell me because I’m stuck, too.
Tom: I suppose I’ll take a time management course. That’ll probably just give me more to do,
though. We’ll see.
Bob: How many employees work for you?
Tom: I’ve got 12.
Bob: That’s a lot of people. Well, keep your hopes up. Maybe a time management course would be
useful – and you should find a new boss!
Sample of an Effective Coaching Session
Notice the coach’s use of questions and that the questions often include the word “you” in them.
Also, notice how a coach might not have to know much about Tom’s world at all in order to be
helpful to Tom.
Tom: I have a time management problem. I just don’t get enough done in a day.
Coach: Tell me more. How did you conclude you have that problem?
Tom: I never get everything done on my to-do list. The more I get done, the more I end up adding
to the list.
Coach: How would you conclude if you’ve solved your time management problem? What would
success look like?
Tom: Well, I’d get everything done on my list. I suppose that’s not realistic, though, because there’s
always something to do.
Coach: How do you like to solve problems like this? Think of a problem that you’ve solved in the
past. For example, do you like to talk to someone, make a list of pro’s and con’s, etc.?
Tom: Well, I do like to talk to a few people and to make a list of pro’s and con’s.
Coach: Would that approach be helpful with this situation?
Tom: Yeah, I suppose it would.
Coach: Who are some people you could talk to for help?
Tom: Well, I really think my boss owes me some advice – after all, that’s his job. Also, I have two
co-workers who seem to feel good about how they manage time.
Coach: Do you like to get specific advice when you talk to someone?
Tom: Yeah, I’ll ask them for specific advice.
Coach: So how about you talking to your boss and two co-workers, and then you and I can talk in a
week so you can tell me specifically what you’re going to do and by when?
Coach: Would it also be useful to get clear on what successful time management looks like to you?
Tom: Yeah, that would be very helpful.
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Here are several quotes that can enhance your understanding of Action Learning.
“…. learning … consists mainly in their new perceptions of what they are doing and in their
changed interpretations of their past experiences.”
– Reginald Revans, original developer of Action Learning“
Action Learning is a process underpinned by a belief in individual potential: a way of learning from
our actions, and from what happens to us, and around us, by taking the time to question, understand
and reflect, to gain insights, and consider how to act in the future.”
– Krystyna Weinstein, in “Action Learning: A Practical Guide”
Mike Pedler and Christine Abbott wrote “… the acid test is whether people concerned are helping
each other to take action on their problems and challenges, and whether they are learning from this
work” (Facilitating Action Learning, McGraw Hill, 2013, p. 20).
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3. A Coaching Culture
3.1 Definition
A coaching culture is where many people in the workplace instinctively coach in their
communications with each other -- they deeply listen and understand each other, generate relevant
and realistic actions to make progress on current priorities -- and learn at the same time.
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge,
and much of this section deals with taking a positive progressive approach to this sort of traditional
'training'.
Importantly however, the most effective way to develop people is quite different from conventional
skills training, which let's face it many employees regard quite negatively. They'll do it of course,
but they won't enjoy it much because it's about work, not about themselves as people. The most
effective way to develop people is instead to enable learning and personal development, with all
that this implies.
So, as soon as you've covered the basic work-related skills training that is much described in this
section - focus on enabling learning and development for people as individuals - which extends the
range of development way outside traditional work skills and knowledge, and creates far more
exciting, liberating, motivational opportunities - for people and for employers.
Rightly organisations are facing great pressure to change these days - to facilitate and encourage
whole-person development and fulfilment - beyond traditional training.
(Source: http://www.businessballs.com/traindev.htm)
3.2 10 steps to building a coaching culture
Our expert: Peter Hawkins
There are a simple set of 10 steps to building a coaching culture. However, while the steps may be
easy to list, acting on them is a lot more difficult, with plenty of scope for losing the way, slipping
or taking a false turn into a dead end.
STEP ONE
Why a coaching culture?
A coaching culture should not be an end in itself but a means to an end. Otherwise it will become
flavour of the month, just as the concepts of 'building a learning organisation', or 'total quality
organisation' or 'customer-centric organisation' were before.
To answer the question you need to start with the end in mind and know how being a coaching
culture will serve the core strategy of the business.
STEP TWO
Make the link between the coaching culture strategy and the core strategy
One trainee we worked with wanted a coaching culture to create more distributed leadership, so
more decisions could be made closer to the customer, giving greater flexibility of service which was
one of their key areas of competitive advantage. This clarity reduced the cynicism of those who did
not think coaching was beneficial.
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STEP THREE
Build an appreciative and developmental view of the organisation's current and aspirational culture
There is nothing worse than being told: 'You need to become a coaching culture.' In several
organisations, we have worked with people drawn from across the functions and hierarchy of the
organisation to elicit the positive aspects of the current culture, as well as what is not working and
what needs to be developed.
STEP FOUR
Consult with your leaders
It is true to say that leaders often get the culture they behave, rather than the culture they want to
see. Ask your leaders across the organisation: How can you be the culture you want to see? This
builds a hunger for coaching so that the process is demand-led, rather than pushed on people from
above.
STEP FIVE
Develop a select community of appropriate external coaches
These coaches should not only be accredited, supervised and experienced, but also fit well with the
organisation and be challenging enough to help senior leaders achieve the change needed. This
community needs to come together regularly to update them on the organisation and to gather
lessons learned from the various coaching conversations while protecting appropriate
confidentiality.
It is important to ensure that the coaching is not just for individuals but for teams and departments.
Culture resides more in the collective relationships than it does in individuals. Individual
development will not by itself shift the culture.
STEP SIX
Build an internal coaching capability
You can do this by developing a pool of coaches that are prepared to undertake coaching training
and spend two or three hours each week coaching managers from other departments, as well as
receive supervision.
STEP SEVEN
Give all managers basic training in coaching skills
This will ensure that one-to-one meetings with staff, team meetings and performance reviews
conform to your coaching methodology and approach. In one local authority we have partnered the
internal training department, to train the top three tiers of leaders and observed them carrying out
one to one meetings with their staff, and given them feedback and supervision on their coaching. A
number of these leaders have now gone on to run training events for their people in how to coach.
STEP EIGHT
Ensure that coaching is built into all HR processes and metrics including performance measurement
Coaching must become part of each manager's balanced scorecard and part of what is reviewed and
rewarded, part of job descriptions, selection and promotion criteria, leadership capabilities,
managerial competencies and the like.
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STEP NINE
Explore how a coaching approach can be used by staff at all levels with key stakeholders
Some companies using coaching skills to engage their customers, such as British Airways coaching
passengers on using self-check-in terminals, or a large auditing firm using coaching to work with
their key executives in their trainee companies. The public sector, meanwhile, has used coaching
skills to form more effective partnership working across agencies. Senior executives use coaching
skills to engage their investor community when they reveal their annual and half-yearly reports.
STEP TEN
Regularly review external and internal providers, and assess where the organisation is on its
coaching culture journey
Has the strategy produced the required shift in culture and helped the organisation achieve its goals?
This review needs to involve senior executives, HR leaders, and representatives from internal and
external coaching teams, and may require a facilitator.
Conclusion
Many business authors, such as David Clutterbuck and David Megginson, Alison Hardingham and
Janice Caplan have attempted to define a coaching culture.
While these definitions can usefully point to areas that the organisation may wish to address, the
dangers with all these definitions is that they either end up as a generic list of good managerial
practice or they predetermine a generic 'end-state'. Each journey needs to be uniquely defined for
each organisation travelling down this road.
These 10 steps can help an organisation use coaching for far larger gains than just personal
development. A coaching culture approach can deliver team and organisational learning, aid
effective cultural change, increase the engagement of staff and stakeholders in the enterprise of the
organisation and support the delivery of the core strategy. The journey has many benefits for those
companies who follow it through to the end, including embedding coaching in a way that will
survive cost cuts and major staff changes.
Source:
Peter Hawkins was joint founder and now chairman of Bath Consultancy Group, where he is also
director of coaching strategy and supervision. He has worked with many international organisations
co-designing and facilitating strategy reviews as well as major change and organisational
transformation projects. He is the co-author with Nick Smith of Coaching, Mentoring and
Organizational Consultancy: Supervision and Development (McGraw-Hill/Open University Press
2006).
For more information: www.bathconsultancygroup.com
18

4. A Comprehensive Program to Deliver
On-The-Job Training
Excerpts from a study from July 1997 executed by
United States Army Research Institute for the Behavioral and Social Sciences
Approved for public release; distribution is unlimited
ARI Contractor Report 97-18 - http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA327576
Caroline E. Zsambok, George L. Kaempf, Beth Crandall, Molly Kyne, Klein Associates Inc.
4.1 Scope of the Study:
Our intent was to derive a model that describes what good OJT appears to involve across a variety
of domains and types of tasks, and to determine if the model serves as a useful frame for both
designers of OJT training and for OJT providers who learn how to apply the model in the training
they deliver. Empirical validation of the model is a target for future research.
… We also wanted to learn about OJT. … We expected data from the selected "tracks" to broaden
our knowledge of good OJT practices, which we could then pass on to the military through our
training program. We also expected data from these tracks to inform our model, and to meet the
dual-use requirement of this project. Finally, we chose domains in which a partnership could
develop which might lead to follow-on work.
As we collected information in these tracks, we were focused on these questions:
What does a good OJT provider look like in this domain?
What do actual OJT providers do?
Are there opportunities for improvement in the way OJT is delivered in this domain?
Can you train the skills needed to provide effective OJT, and, if so, how?
4.2 Models of OJT
A prototypical procedural model of OJT from the literature includes these steps:
1. Plan your demonstration,
2. gather necessary materials,
3. practice your demonstration,
4. execute the demonstration,
5. allow trainee to try, correct trainee,
6. allow for trainee practice,
7. repeat last four steps until proficiency is achieved.
Models like this do not address the cognitive aspects of providing OJT, such as diagnosing barriers
to trainee learning, flexibly tuning an instructional technique to meet a trainee's needs, or managing
the learning process from a "big picture" perspective.
Other models contain cognitive aspects of tutoring, as in the cognitive apprenticeship literature. But
these models have been derived from studies of tutoring involving mostly declarative knowledge
transfer and the teaching of reading comprehension skills. Whereas, in OJT, the target of learning is
usually declarative knowledge plus procedural knowledge and skill proficiency on job-related tasks.
We therefore decided to develop a new model for OJT.
19

4.3 Description of a new cognitive model for OJT
The figure below depicts the cognitive model of OJT that we developed through research
conducted in this project. This model was developed through an iterative process. The particular
representation depicted here emerged towards the end of the project. It resulted from extensive
discussions among the research team about the meaning to be made of a variety of information
sources.
This model depicts the functions that represent what we found good OJT providers do when they
engage in training others to perform a job or task.
Learning Management — The super-ordinate function is learning management. This function
concerns the extent to which the OJT provider is proactive in managing someone else's learning
process, as opposed to mindlessly following a set of procedures. This managing requires
maintaining a "Big Picture" by standing outside of the training process and reflecting on how
activities fit together and impact the trainee. As such, Learning Management is a function that is
more than the "sum" of the other six functions of an OJT provider.
Assessment — conducting initial and ongoing evaluation of the trainee's performance level and
diagnosing barriers to expected progress so that instructional method and content can be fitted to the
current and future training goals.
Instruction — tailoring one's teaching and coaching practices to meet individual needs (based on
the assessment) and training goals. This involves flexibility in adjusting or switching training
techniques that aren't working, and it assumes a repertoire of available training techniques from
which to choose.
Expertise — teaching more than what is available in a training manual or that is involved in basic
procedures by passing on experienced-based know-how and judgments, such as detecting
anomalies, recognizing opportunities, anticipating and preventing problems, compensating for
errors.
20

Goals — setting and clarifying realistic learning and performance goals that are based on
assessment of progress and organizational timelines and requirements. Making explicit to the
trainee the overall training goals and the plan for attaining them, and regularly making clear the link
between current training activities and overall goals.
Climate — creating, maintaining, and adjusting a climate that is conducive to learning. A
conducive learning environment is open, supportive, and non-threatening, and it invites honest
disclosure from both trainer and trainee.
Ownership — promoting a sense of ownership in the trainee by offering opportunities for the
trainee to take responsibility for his or her learning and skill attainment. This can include mutual
goal setting, and a collaborative approach to assessment and tailoring of instructional techniques.
The relationships among the seven functions that are depicted in this model are based on qualitative
analysis of our data. Across four varied domains and six researchers who interviewed and/or
observed OJT providers, these relationships tell the story of what we found: The functions of
assessment, instruction, and goal setting are tightly interrelated.
Injecting expertise into the content of what is being taught is related to the function of instruction.
These four functions form the core of the content-saturated functions of OJT. That is, they relate
most directly to the specific content of the job that is being taught.
The functions of promoting ownership and climate setting are less content-saturated than the other
four, although they do involve job-related content. But, these two functions relate more directly to
the atmosphere, or tone that accompanies the process of providing OJT.
Finally, the function of learning management is a super-ordinate function. That is, an OJT
provider's general ability level on each of the other six functions is necessary but not sufficient to
describe learning management ability. This is the big-picture function, and one that requires a
proactive approach to helping someone learn.
A Holistic Model
Although our model depicts seven functions of the OJT provider, the purpose of representing these
as individual functions is not to impose an artificial decomposition on what we actually believe to
be an integrated process (i.e., the process of providing OJT). Rather, it is an attempt to make
accessible for study and discussion the array of cognitions (e.g., reflections, plans, judgments) and
purposeful behaviors (e.g., telling, showing, using humor, being patient) that compose OJT
providers' knowledge and skills as they engage in training someone.
Once having distinguished these functions, the temptation is to list particular behaviors, or OJT
practices, that serve a particular function. But what we found when we interviewed OJT providers,
which was corroborated in our literature review about tutoring and coaching, is that any one OJT
practice can and often does serve multiple purposes.
4.4 The importance of using a large repertoire of strategies
If you tell me, I will forget
If you show me, I will remember
If you involve me, I will understand
We observed several indicators of skilled performance as a learning manager. They are:
- Having a clear vision of what success looks like
- Helping individuals develop a big picture by articulating intent and demonstrating how training
tasks fit into a rational scheme
- Working around learning barriers by taking advantage of learning opportunities when they do
exist and creating opportunities when they don't exist
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- Displaying a strong positive attitude toward training; they know proficiency can be achieved
and do not allow trainees to blame failure on unsolvable problems
- Monitoring training and noticing when it is not going well; articulating what is not going right
and developing an alternative course of action to remedy the problem
- Demonstrating control over the learning environment and experimenting with different OJT
techniques.
4.5 OJT Practices Reported by Coaches
In general, we found that most of the coaches were not aware of very many training techniques, and
that they were not very flexible in applying these techniques. That is, they did not possess a large
repertoire of strategies and they did not know when or how to switch among them.
An anecdote that we heard repeatedly went like this:
"First, I told him how to do the task. He tried it and couldn't do it right. Then I told him how to do it
again. He still couldn't do it right, so I told him how to do it a third time, but the fool still couldn't
do it right. Finally, I had to slap him in the back of the head."
Clearly, the trainer illustrated in this example did not see that the problem might be with himself
rather than the trainee. Perhaps, he did not know another way to approach the problem. Perhaps he
22

did not recognize that his technique was not working. Whatever the cause, the training goal in these
kinds of situations is not met. The trainee's performance does not improve.
In summary, the data from our interviews and our observations indicated that a number of
instructional techniques are useful and used appropriately in this domain. Some of these techniques
are "hard-wired" into the unit's training program, and virtually all trainers use them. However, other
techniques are unique to individual trainers and have evolved as a result of personal experiences.
There are a variety of techniques that trainers have found appropriate and useful in this domain.
These practices can and should be passed on to others.
4.6 Descriptive Results
One way to describe OJT is through the perspective gained from empirical analyses of OJT
providers' skills and strategy use. That section may take on more meaning if the reader first gets a
"feel" for what good OJT providers actually look like in this domain, or how they think about what
they're doing.
We have produced the following narrative of quotes from our interviewers which is intended to
draw this picture. It is written in first person from the perspective of the OJT provider, and it is
interspersed with counter-examples to draw the contrast of what poor OJT practices look like.
The following narrative portray fictional, yet representative, providers of good OJT in this domain.
1. What you expect is what you get
Narrative of a good OJT:
"My philosophy is that this is a fun job, where we can have a good time working together. Our
product is one that inherently makes customers happy.
We realty do put out excellent quality on our products and we're several notches above other
retailers in knowing how to treat customers—this is something we can all take pride in. Sure, we get
overloaded at times and things don't always go well. But people should get satisfaction out of
working here, and they should walk away with some life skills they didn't have when they came.
We all respect each other here—staff to staff and staff to customers. This is what I try to get across
the very first morning when new employees begin their training”
Contrast:
"These people don't get paid much, and it's not fair to expect much from them. It's hard to find
people who are going to care. They're just using this as a stepping stone to another job. We made a
rule that one of the owners has to be in the store at all times."
This OJT provider mentioned he has trouble with high turnover, with training, and with employees
who don't show much initiative.
2. Trainers have to know what they are talking about
Excerpt from A Leader's Guide to Company Training Meetings, DA, 1994 (TC 25-30)
"Trainers must know how to perform the task being trained. This requires the trainer to master the
task through study and practice. After mastering the actual task, trainers must rehearse the training
exactly how it is to be presented....Before conducting training, trainers must know how to train
others to perform the task. Good trainers ensure that training is performance oriented (hands on).
That means getting enough training aids so that every soldier can practice the task."
23

3. Creating Learning Organizations
Narrative of a good OJT:
"It's important to start with the philosophy — what our business is all about, how we treat
customers, how we work together. And to give them a big picture of their job, to show them how
what they do affects the job others do, and to show them what they'll be learning during training.
But, when I show them what they'll be learning, I'm careful not to overwhelm them with too much at
one time—I watch their eyes to be sure they 're not glazing over. And, I don't want to scare them or
have them lose their confidence that they will be able to master the job."
Contrast:
"You just have to throw them in the pool and see if they swim. I tell them to watch me — to watch
the others. They'll pick it up.
4. How People Learn
Narrative of a good OJT:
"If you're not careful, you'll set up a situation where they'll 'yes' you to death. You'11 be going on
about how to operate the register or how to do color balancing — there's a lot of detail in these
things, a lot of procedures, and you have to do them right. You'll be asking as you go if they
understand and they'll
be nodding.
But how can they know if they understand? After you show them, you have to let them try it, and you
need to be there to help. They stay more interested and they learn better if you set things up so most
of the time they're asking you the questions."
Contrast #1
"I just find myself repeating and repeating myself. That's one of the things I really dislike about this
job. People take such a long time to learn things. You just have to keep telling them over and over."
Contrast #2:
“I try not to yell at them."
5. Ask, Don’t Tell
Narrative of a good OJT:
"Sometimes they get stuck. I try to give hints. Like when Jerry was learning the register.
He couldn't figure out what to do next.
I said:
'Was it on the menu? 'No.'
'Was it the repeat key?' no answer.
'Well, what is on the repeat key?' 7 don't know.'
'OK, then, what's left?' 'Oh yeah, the help key'
Now, I could have just hit the help key, but by not having him think about it, he wouldn't learn as
well. But I'll tell you, I've had supervisors do this sort of thing, and when it feels like they're grilling
you or they're disappointed in you, that’s awful. That's when my mind would freeze and I couldn't
do anything. See, it's
not the technique per se. It's your attitude while you 're doing it. If you 're thereto help someone
learn, they feel it. That's what counts."
24

6. Make Learning Fun
Narrative of a good OJT:
"It's like the ring around game I made for teaching color balance. I put a good print in the center,
and I make a ring around it of off-balance prints from the same negative. For each print in the ring,
I ask, 'Can you tell what's off? How would you correct it?' I make it fun, I use humor. They all like
the game. But,
this only teaches how to recognize a print that's way off. To teach fine discriminations, I've made
up flash cards of prints that are only off by a little. I hold them up—really, to everybody, not just
new hires—and people call out what's wrong. That way we all stay sharp, and the trainee sees other
people make mistakes too, and that it's OK."
Contrast:
"The thing that bothers me most is stupid people. I just don't have a tolerance for that."
7. Make Sure Trainees Feel Comfortable
Narrative of a good OJT:
"Another big thing is to make sure trainees feel comfortable. I don't ask them to take on new tasks
until they're comfortable with what I've given them already.
You can tell if they're comfortable—they look natural and relaxed, they don't pause or hesitate.
Sometimes they ask to learn new things. And, it's a good idea to ask them at the end of the day
whether they feel ready to move on."
Contrast #1:
"No, I don't ask them how it's going. We don't have time to wait around until trainees are
comfortable — I just have to make them do it."
Contrast #2:
"Brian had been on nothing but film prep and light counter skills for his first week. He asked if he
could move on to other things. I told him 'no' — that he'd move on when / thought he was ready.
Actually, I thought he was doing well, and it was probably getting pretty boring for him, but I
wanted him to really over-learn everything.
8. Get product knowledge to a higher level
Use as many techniques as possible to get product knowledge to a higher level
Narrative of a good OJT:
"One of our major goals is to be friendly with customers. I spend a lot of time doing role playing
with my trainees so they aren't nervous and they project confidence. Selling is especially hard for
some people, so I help them find a way to do it where the customer will experience it as a service.
We go over the role
plays in detail, like in the ring around game. Where they stumbled, I ask them to generate
alternative ways to handle the situation. If they can't come up with an idea, I give them some and
they practice to get them into their own words.
They need to learn new ways of working with the public, but they need to feel natural doing it.
That's why practice with real specific feedback and discussion is so important."
25

Contrast #1:
"In this business, you need to be outgoing. I tell my trainees to 'get a personality!'
Contrast #2:
"It's almost impossible to teach customer relation skills. It's not like teaching printing. You don't
have anything physical to point to or compare to something else. Role playing isn't an answer—
nobody ever takes it seriously.
9. Be creative in your communication with trainees
Narrative of a good OJT:
"If somebody is 't getting it in a reasonable amount of time, I try to say it a different way, or to
demonstrate what I mean in a different way. Or I’ll just ask them how they think I can do a better
job of helping them to understand. Sometimes this works, but sometimes you need to help them
figure out what the problem is."
Contrast:
"I must have shown her how to notice when the film was about to jump the track at least 10 times.
Each time, I showed her exactly the same way. She just couldn't get it, so I gave up."
10. Make Learning Fun
Narrative of a good OJT:
"Everyone wants to know how we develop employees with so much initiative. It’s simple. If they're
not afraid to try things, if they know they're allowed to make mistakes, they'll take initiative. I tell
them, 'There's only one irreversible mistake you can make: sending the film through the wrong
developing chemicals. We train and train and train on that, so you probably won't ever make that
mistake.
Everything else is fixable.
If you have a dissatisfied customer and you can't please them, pass them on to someone else. That's
our rule—please 'em or pass 'em. We've all passed 'em from time to time.
If you print the negatives out of balance, well, print them again.
If you're having too much paper waste, we'll figure out how to help you get it down.
If your sales are low, we'll practice your 'pitch.'
This is what I say to trainees, and these are the things we talk about in our store meetings. This stuff
is important to all of us, all the time."
Contrast #1:
"When I'm at the counter, I listen with half an ear to what my employee is saying to a customer. If I
don't like what I'm hearing, I butt in. I know I shouldn't do this, but I just can't help myself. It's
especially bad when I do it with a trainee."
Contrast #2:
"You can't teach some people to print, and you can't teach some people customer relations. You find
out who's good at what, and you just keep them on that position."
26

11. Hand the initiative over to the trainees
Narrative of a good OJT:
"On day one of the training, I give trainees a break in mid-morning. I say, 'Go explore — just
observe —then come back and ask me any questions you have.' Rather than saying 'here's this,
here's that' — If they explore on their own, this gives them a start in generating questions. It's them
coming to you, not you
lecturing them. And, it helps break the ice so they get used to asking you questions and they know
you won't embarrass them."
Contrast:
"I tell them right away, the first day. If you don't ask me questions, I'm going to assume you don't
have any. It's up to you to let me know what you don't know."
12. Use Open Questions And Interruptions To Keep Trainees Alert
Narrative of a good OJT:
7 reinforce what the training video and the employee manual is trying to teach trainees. I usually
interrupt the video at several places and say something like: 'Just tell me in your own words what
the video is saying', or 'what are you learning about now?'. Asking open-ended questions helps
them to learn, and it lets me know where they're going to need extra help from me. Also, since I
know they always think the actors are stiff and funny, it lets me assure them that the value of the
tape is to teach these three basic things, and that we'll spend a lot of one-on-one time working out
the style issues."
Contrast #1:
I don't use the training tapes. In this part of the country, that's not the way people act. You're
teaching the wrong things if you expect trainees to mimic the actors."
Contrast #2:
"Sure, I ask open-ended questions. On the first day, I have trainees take home the card which
explains one of our promotions. I say: 'This is about money. Study it.'
Next day when they come in, I say: 'OK, how are you supposed to sell the program?'"
13. Get Everyone Involved
Narrative of a good OJT:
"We have a team approach to running the store, so I incorporate that into the training. Everyone
gets involved in the training. I introduce trainees to everyone the first day. I tell trainees what each
person is especially good at, so they can go to them to learn tricks-of-the-trade after they've learned
the basics. And, right from the start, I have different people demonstrating certain things to the
trainees. Periodically we talk about this as a group, maybe in a store meeting or maybe informally,
like over lunch. Just to be sure we're all going in the same direction and the trainee isn't getting
confusing signals. Trainees discover they can ask anyone anything, and this helps them learn. Plus,
teaching others keeps all of us sharp — sometimes we discover we're not practicing what we're
preaching. And, by doing it as a group, it helps keep our team spirit up."
Contrast #1:
I don't like other people teaching trainees the basics. I don't know what they'll teach them. I want
them to learn the right way, from me.
27

Contrast #2:
"The rest of the employees will always gang up on the new hire. I've never seen it to fail. They'll
find something the new one isn't good at and they'll just pick and pick on them. I yell at them to
stop it, but I haven't been successful. I had a new person quit recently because they couldn't take it
any more. As for store meetings, I tried those too but they just became bitch sessions."
To summarize our descriptive account, we think that good OJT is characterized by OJT providers
who see themselves as responsible for managing the learning of trainees — actively seeking ways
to help them learn
- not just going through the motions (e.g., endlessly repeating themselves);
- or expecting trainees to pick it up pretty much on their own (e.g., throwing them in the pool to see
if they can swim);
- or backing into the training process either hostilely (e.g., "you can't expect these people to care all
that much")
- or apologetically (e.g., "we pay such low wages, you can't expect that much from them").
Another characteristic of a good OJT provider is their knowledge of the importance of a good
learning climate, along with their reported ability to set it up, maintain it, and take readings on its
health along the way. These are the OJT providers who talked about practices that create an open,
supportive climate which encourages trainees to explore and question, and which (in our words)
promotes in them a sense of ownership in the learning process and in their progress towards
excellent performance.
Although it is doubtful that any of the OJT providers we interviewed would disagree with this
philosophy, some of them clearly do not have the skills to put it into practice, and some violate this
philosophy without knowing it.
Another characteristic of good OJT in this company is the reported ability to tailor instructional
practices to the trainee's needs while still meeting the training goals. Behind this ability lies a
sizeable repertoire of instructional practices, and the flexibility to select among them in accord with
their assessment of individual trainee needs and progress. These are the OJT providers who could
identify ways they work with trainees to diagnose the problem if learning was not progressing as
expected, or if performance was subpar. Related to instructional practices is the sensitivity of good
OJT providers to teaching more than the basics, and incorporating expertise into training.
One example concerns the OJT provider who made sure trainees know who is particularly good at
certain skills so they can go to them in the future when they're ready to tap into their expertise. It is
important to note that we heard the least amount of information about sharing expertise of any of
the OJT functions. We believe one of the reasons is that much of what gets trained is procedural and
routine.
Another reason is that those skills that do require expertise—customer relations and selling skills—
are seen by most of these OJT providers as difficult or impossible to train. Only a few of them were
able to describe ways they pass on their selling expertise (e.g., going over selling episodes in
enough detail to uncover weaknesses and then helping trainees to generate alternative ways of
handling the situation.)
Finally, good OJT providers in this company take a holistic view of training. This is one of the
aspects of learning management which is more than the sum of abilities on individual OJT
functions. In several cases, OJT providers described the way they used a practice and the way they
were thinking about its use, which meant a single practice was serving many functions. For
example, open-ended questioning was used as an assessment and as an instructional practice.
Further, there was a sensitivity to the way these questions should be asked (in our terms, to maintain
good climate, and to promote trainee ownership). These OJT providers were sensitive to the need to
watch for the effects of this question asking—to be sure it wasn't being received by the trainee in a
28

negative way (in our terms, that it wouldn't degrade the climate or dampen trainee ownership in the
learning process).
Another way good OJT providers demonstrated a holistic approach to training concerns the larger
working group. Some of the OJT providers were sensitive to the idea that what they did during
training should mirror the day-to-day workings of the group and their own management style. A
good example was the OJT provider who incorporated trainees into the store team early on by
inviting employees to help with the training, and of reinforcing team unity by discussing the process
during team meetings.
In short, based on interview data with OJT providers, good OJT in this domain was characterized by
an awareness of the total role of the OJT provider, and by skills in being able to perform the seven
OJT provider functions.
(picture: freedigitalphotos.net)
29

5. Coaching Tips
5.1 General Training Tips
These tips apply essentially to traditional work-related training - for the transfer of necessary job -
or work-related skills or knowledge.
These tips do not apply automatically to other forms of enabling personal development and
facilitating learning, which by their nature involve much wider and various development methods
and experiences.
Coaching Tip 1 - Planning
When planning training think about:
your objectives - keep them in mind all the time
how many people you are training
the methods and format you will use
when and how long the training lasts
where it happens
how you will measure its effectiveness
how you will measure the trainees' reaction to it
When you give skills training to someone use this simple five-step approach:
1. Prepare the trainee - take care to relax them as lots of people find learning new things
stressful
2. Explain the job/task, skill, project, etc - discuss the method and why; explain standards and
why; explain necessary tools, equipment or systems
3. Provide a demonstration - step-by-step - the more complex, the more steps - people cannot
absorb a whole complicated task all in one go - break it down - always show the correct
way - accentuate the positive - seek feedback and check understanding
4. Have the trainee practice the job - we all learn best by actually doing it - ('I hear and I
forget, I see and I remember, I do and I understand' - Confucius)
5. Monitor progress - give positive feedback - encourage, coach and adapt according to the
pace of development. Creating and using progress charts are helpful, and are essential for
anything complex - if you can't measure it you can't manage it. It's essential to use other
training tools too for planning, measuring, assessing, recording and following up on the
person's training.
Breaking skills down into easily digestible elements enables you to plan and manage the training
activities much more effectively. Training people in stages, when you can build up each skill, and
then an entire role, from a series of elements, keeps things controlled, relaxed and always
achievable in the mind of the trainee.
Establishing a relevant 'skill set' is essential for assessing and prioritising training for any role. It is
not sufficient simply to assess against a job description, as this does not reflect skills, only
responsibilities, which are different. Establishing a 'behaviour set' is also very useful, but is a more
difficult area to assess and develop.
Using Skill-Sets to measure individual's skills and competencies is the first stage in producing a
training needs analysis for individuals, a group, and a whole organisation.
This will not however go beyond the basic work-related job skills and attributes development areas.
These tools deal merely with basic work training, and not with more important whole person
development, for which more sophisticated questioning, mentoring and learning facilitation
methods need to be used.
30

Coaching Tip 2 - General Tips
Some tips to make training (and learning, coaching, mentoring) more enjoyable and effective:
keep instructions positive ('do this' rather than 'don't do this')
avoid jargon - or if you can't then explain them and better still provide a written glossary
you must tailor training to the individual, so you need to be prepared to adapt the pace
according to the performance once training has begun
encourage, and be kind and thoughtful - be accepting of mistakes, and treat them as an
opportunity for you both to learn from them
focus on accomplishment and progress - recognition is the fuel of development
offer praise generously
be enthusiastic - if you show you care you can expect your trainee to care too
check progress regularly and give feedback
invite questions and discussion
be patient and keep a sense of humour
Coaching Tip 3 - Induction training tips:
assess skill and knowledge level before you start
teach the really easy stuff first
break it down into small steps and pieces of information
encourage pride
cover health and safety issues fully and carefully
try to identify a mentor or helper for the trainee
As a manager, supervisor, or an organisation, helping your people to develop is the greatest
contribution you can make to their well-being. Do it to your utmost and you will be rewarded many
times over through greater productivity, efficiency, environment and all-round job-satisfaction.
Remember also to strive for your own personal self-development at all times - these days we have
more opportunity and resource available than ever to increase our skills, knowledge and selfawareness.
Make use of it all.
Coaching Tip 4 - A Simple Tool to Ask for Feedback
By Pam Solberg-Tapper
A common theme that emerges with many of my coaching trainees is that they would like more
feedback. They would like to know if they are doing a good job and are on track with what is
expected of them. Further, if they are not meeting the expectations, they would like to know what
they need to do differently.
I encourage my trainees to “coach up” by being proactive and ask for feedback.
Here is a simple feedback tool that works for many situations:
Ask: What should I start doing, stop doing and continue to do?
Another variation is: What should I do more of, less of and continue to do?
These simple questions can help you get specific feedback and information that can help you stay
on top of your game.
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Coaching Tip 5 - Basic Guidelines to Reframing — to Seeing Things Differently
By Carter McNamara
Basic Guidelines to Reframing — to Seeing Things Differently
Reframing is seeing the current situation from a different perspective, which can be tremendously
helpful in problem solving, decision making and learning.
Reframing is helping you or another person to more constructively move on from a situation in
which you or the other person feels stuck or confused.
The aim of reframing is to shift one’s perspective to be more empowered to act – and hopefully to
learn at the same time.
Many times, merely reframing one’s perspective on a situation can also help people change how
they feel about the situation, as well.
Many fields regularly use reframing, including therapy, coaching and even marketing and sales.
Techniques of reframing can also be used to cultivate creative and critical thinking skills.
When working to reframe perspective on a situation, consider the following basic guidelines. Keep
in mind that, even though the following examples are about another person’s comments, you can
use the guidelines to shift your own perspectives, as well.
Shift from passive to active
For example, if the other person said, “I really doubt that I can do anything about this,” you might
respond, “What is one small step that you might take?”
Shift from negative feeling to positive feeling
For example, if the other person said, “I don’t want to work on that now because it makes me feel
sad,” you might respond, “What small part of that might you work on for now, that might even
leave you feeling a bit more happy?”
Shift from past to future
For example, if the other person said, “I’ve never been good at public speaking,” you might
respond, “If you imagined yourself to be successful at public speaking, how would you be speaking
that would be successful?”
Shift from future to past
For example, if the other person said, “I can’t seem to get started on achieving this goal,” you might
respond, “Has there been a time in the past when you achieved a goal and, if so, what did you do
back then to be successful? How might you use that approach now?”
Shift from others to oneself
For example, if the other person said, “They don’t seem to like me,” you might respond, “What do
you like about yourself?”
Shift from a liability to an asset
For example, if the other person said, “I’m such a perfectionist,” you might respond, “How might
being a perfectionist help in your job and life, though?”
Shift from victimization to empowerment
For example, if the other person said, “That always seems to happen to me,” you might respond,
“Sometimes we even do that to ourselves. Perhaps it’d be useful to explore if you’re somehow
doing that to yourself, too?”
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Coaching Tip 6 - Use The Art of Challenge
By Pam Solberg-Tapper
In coaching, a challenge is a powerful request that asks the trainee to extend themselves beyond
their self-imposed limits. A challenge can shift the way the trainee sees and thinks of themselves for
years to come.
The elements of a challenge include a specific action and the date/time of completion.
Here are some examples of challenges:
For a trainee that is overwhelmed with demands: “I challenge you to say “no” to anything
that is not a priority this week.”
For a trainee that procrastinates: “I challenge you to finish your project by tomorrow
morning.”
For the trainee that isn’t satisfied with their physical well being: “Here’s my challenge –
sign up for the marathon instead of the 5K right now.”
For a trainee that wants to make one cold call a day to increase business: “I challenge you
to make fifty calls a day starting today.”
Trainees can respond with a yes, no or counter offer. Usually, in the face of a challenge, trainees
will respond with a counter offer that is greater than they initially would have allowed themselves to
make otherwise. Therefore the challenge served its purpose – to get your trainee out of the box and
change their way of thinking.
Coaching Tip 7 - Stimulate Self Coaching:
By Pam Solberg-Tapper on May 20, 2013
Many of my executive coaching trainees operate in an environment that is fast paced with multiple
priorities. The work is demanding and performance expectations are high. The questions below help
them take a few moments to slow down and focus on what they learned from a situation. As a
result, they can apply this learning to assist them in future scenarios.
Here are the “self coaching” action learning questions that I recommend:
1. What just happened?
2. What did I learn from this experience?
3. What would I do the same or differently next time?
4. How can I apply this insight to other situations?
Coaching Tip 8 - How to Set Clear Agreements
By Pam Solberg-Tapper
Many times my executive coaching trainees express frustration because others do not meet their
expectations. When you set clear agreements at the beginning of a project or new work relationship,
you can avoid pitfalls and misunderstandings. Here are some questions to help you set clear
agreements in an effective and collaborative “coach approach” manner.
What? – establish the course of action
What do we want to achieve?
What is the scope?
What are the expectations that I have of you and you have of me?
What does success look like and how will it be measured?
What is the current status?
What are the future steps?
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Why? – verify the reason
Why is this important?
What is the fundamental purpose?
Who will it affect most if we succeed? If we fail?
What are the consequences of doing nothing?
When? – agree upon the timeline
When do we start? - What is the deadline?
What are the significant milestones?
Who? – decide responsibilities
Who will be responsible for what?
Who will follow up with whom?
Who else needs to know?
How? – determine the method
What will our processes be?
What do we expect in terms of quality and standards of excellence?
How and when do we communicate?
How will we address conflict should it arise?
How will we celebrate success?
Try the What? Why? When? Who? and How? method to set clear agreements and get better results.
Pam Solberg-Tapper MHSA, PCC – I spark entrepreneurial business leaders to set strategy, take
action, and get results. How can I help you? Contact me at Pam@coachforsuccess.com ~
www.coachforsuccess.com ~ Linkedin ~ 218-340-3330
Coaching Tip 9 - Acknowledge training and development achievements
Recognise and acknowledge training and development
As an employer or manager, take the time to recognise and thank employees for successfully (or
unsuccessfully) completing training and development courses, projects or challenges. Receiving
recognition is a powerful motivator and stimulant towards further training and personal
development.
And yet the opportunity to acknowledge people's achievements is often overlooked. A simple letter
of congratulations - especially in this age of disposable emails, or a mention in a company magazine
or newsletter is often all that it takes to give people a huge boost.
An email, or even a verbal 'well done' or pat on the back is better than nothing at all, but a letter is a
very powerful indeed. Think about it: A letter, sent to the home address, is special. It's on official
letter headed paper. It's personally signed. It took time and care to write, sign and send. It's
something people tend to keep. It is likely to be opened so that the partner or family sees it too,
which dramatically adds to the power of the recognition. So, an email is good, but not nearly so
impactful as a letter.
Here's are some short examples of simple sample letters of congratulations or encouragement for
completing training and development aims, successfully, and also encouragement for unsuccessful
effort, when some people need a boost more than ever.
Letters of recognition and congratulations are appropriate from line managers, and higher up the
organisation especially. An individual signed letter of congratulations from the MD or CEO is a
hugely motivational event in most employee's lives. People's valiant failures deserve recognition
too, and often help the person to keep positive, and keep striving to succeed in the future.
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Remember that training and development is not restricted to training courses. Projects, delegated
tasks, job-swaps, temporary postings and other responsibilities can all be forms of learning and
development and are worthy of recognition when carried out well, or encouragement when a brave
effort fall short.
Adapt these examples to give encouragement to people when they are striving to improve and
achieve. It can make the difference between them wanting to try again or not.
Sample letter of congratulations
(name, home address, date)
Dear ..........
My warmest congratulations to you on your completion of your ............... training
course/programme on (date).
Your achievement (of ...... qualification/accreditation) is richly deserved, and is a great example for
others to follow.
I encourage you to continue to strive towards further personal development.
Best wishes, etc.
Sample letter of recognition of successful effort
(name, home address, date)
Dear ..............
I am writing to give you my personal appreciation for a job well done when you recently
................................ .
I recognise this was a tough challenge for you. The way you handled the demands and pressures is
an inspiring example to others.
You will I suspect go on from this to greater challenges and achievements in the future.
Keep up your excellent efforts.
Best wishes, etc
Sample letter of recognition of unsuccessful effort
(name, home address, date)
Dear ..............
I realise that your recent failure to achieve/complete ................................ qualification/course will
have been a disappointment to you.
However, I wanted to let you know that I was greatly impressed by your efforts and attitude in
approaching your challenges, and I have every faith that you will succeed on your next attempt.
The lessons we learn from our failures are often even more valuable than the experience we gain
from our successes.
Keep up your excellent efforts.
Best wishes, etc
Source: http://www.businessballs.com/traindev.htm#general-training-tips
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6. A Guide to Coaching in the Workplace
© Sea Fish Industry Authority
These training materials have been developed with financial assistance from the Department for
Education and Employment (DfEE). This computerised version of the training pack has been
developed with European Funding accessed via the Scottish Office.
6.1 Introduction
The material in this manual have been designed as an interactive resource. This means that as you
work through the manual, you will have the chance to try out some of the coaching skills that are
being described. There are also opportunities to review and reflect upon what you have learned
about the coaching process.
Within the manual, there are a number of activities, which if carried out, will help you to understand
more about the coaching process. Wherever possible, activities and examples have been designed to
reflect workplace operations.
Each activity is numbered and is structured as follows:
- Aims indicate the intended purpose of the activity.
- Preparation to give guidance on any groundwork which you might need to do before carrying
out the activity.
- Activity includes the instructions for carrying out the activity.
- Review of activity provides comment on the activity and is intended to help you to reflect on the
experience and gain the maximum benefit from it.
The comment is not often in the form of a specific answer since the subject matter does not usually
lend itself to the presentation of a set of facts to be memorised, or hard and fast conclusions.
To get the best out of this manual, it is recommended that you try to get into a regular learning
routine. Set some time aside to work through each section and try to stick to it.
Do not try to do too much at a time and take regular breaks. As the average person finds it difficult
to really concentrate for more than 20 minutes, break down the time you set aside into 15-20 minute
sessions.
Time spent just reading this manual is not the same as time spent learning. You must become
involved as the best learning happens when you are actively answering questions and making notes.
Try to find somewhere where you will not be distracted or interrupted. Almost anywhere will do as
long as it is private, quiet and well lit.
Most people finding studying hard at times, don't worry this is quite natural.
It is also natural to need help with any parts that you find especially difficult. If you need assistance
contact:
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6.2 Glossary of Terms
Activity A way of applying principles, procedures and attitudes in a practical manner.
Competence The ability to perform at work. It refers to areas such as personal effectiveness as well
as the performance of actual tasks.
Demonstration: A method of showing and explaining a task or activity.
Exercise: A method of developing principles, procedures and attitudes in a
simulated manner.
Instruction to group: A way of giving procedural information on a specific topic to a
group of people.
SVQ or NVQ: Scottish or National Vocational Qualification.
Occupational Standard: The level to which a person should perform in the workplace.
Standards are laid down by the Lead Body and not by individual
professional associations or employers.
One-to-one instruction: A method whereby the trainer provides on-going instruction and
advice on a task to an individual trainee.
Open and flexible learning: The term applied to methods of learning which allow the learner to
take charge of the programme of study, working at a time, place
and pace of their own choosing, rather than being bound by the
requirements of a fixed syllabus or teaching timetable.
Presentation: A method of imparting knowledge, both verbal and written, in a
structured manner.
Subject Matter Expert (SME) An individual qualified (or previously qualified) and experienced in
performing a particular task. A subject matter expert may also be an
individual who by education, training, and/or experience is a
recognized expert on a particular subject, topic, or system.
Work project: The assignment of a task or duty requiring some personal initiative
on the part of the trainee and used to develop skills in researching
and applying workplace procedures and techniques.
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6.3 What is Coaching?
When people talk about coaching they often become confused as to what coaching is all about.
In the context of training and development, coaching does not help you play golf or tennis any
better!
Coaching, in the context of training and development, is a form of training to develop the ability
and experience of trainees by giving them systematically planned and progressively more
'stretching' tasks to perform, combined with continuous assessment and support.
Now try doing Activity 1A (below) which will help you to understand a bit more about other types
of training.
Other types of training
Aims: To distinguish between the different types of training:
On-the-job training
Off-the-job training
One-to-one instruction
On-the-job instruction
Providing support
Preparation: Select a new system or way of working, that you wish to introduce to your staff.
Activity 1A
For each type of training, try to identify how you would use each one to introduce all or part of, the
new system or way of working. Write your examples against each type, which are listed below.
To help you, the following definitions might be useful:
On-the-job training is normally carried out in the trainee's workplace and covers knowledge,
skills and attitudes.
Off-the-job training takes place away from the trainee's workplace.
One-to-one instruction is helping a trainee to gain knowledge and skills
On-the-job instruction is normally used when the trainee is inexperienced or new to the task or
job.
Providing support is not actually training as the role is more of a guide or counsellor.
Using other types of training to introduce a new system
To help your thinking about the different types of training and their uses, the following example has
been completed for you. It is based around the introduction of a training programme for the single
filleting of round fish.
Training Method Example of Use
On-the-job training: I would use this method to train the staff in the practical skills
required to single fillet round fish.
Off-the-job training: I would use this method to provide information, away from the
workplace, on the different types of round fish and their
characteristics.
One-to-one instruction: I would use this method to explain to individual staff the skills they
require to single fillet round fish and then allow them to practice,
whilst watching their efforts.
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On-the-job instruction: I would use this method to introduce the staff to the practical skills
required to single fillet round fish and allow them to do the very
basic filleting activities.
Providing support: During their training, I would provide support to the staff by
answering any questions they might have and advising them on
techniques of effective filleting.
Review of activity 1A
On-the-job training, which may include one-to-one instruction and coaching, is training that is
normally carried out in the trainee's workplace and covers the knowledge, skills and attitudes
appropriate to the correct performance of a task or job to a laid down standard. It may consist of the
whole of a training programme or it may be part of a programme which includes off-the-job
training.
Off-the-job training is training which takes place away from the trainee's workplace. Usually, this
form of training takes the form of short courses or day-release programmes, which are provided
either by the company's training staff or by an external training organisation. Other types of offthe-job
training include the use of Open and Flexible learning packages, computer-based training,
etc.
One-to-one instruction is helping a trainee to gain knowledge and skills so that they can perform
a particular job or task to a laid down standard.
On-the-job instruction is normally used when the trainee is inexperienced or new to the task or
job. Coaching on the other hand, is about helping the trainee to extend, improve or develop alreadyacquired
basic skills.
Providing support is not actually training. The role is more of a guide or counsellor and involves
providing support to trainees working on personal learning programmes by discussing their
problems and progress and giving them encouragement. Also linked to the provision of support is
mentoring which involves acting as a 'sounding board' and generally looking after the interests of
trainees who have no direct contact with the trainer or other trainees.
Now try doing Activity 2A which will help you to understand a bit more about the benefits of
training and how to carry out a systematic approach to it.
6.4 The Benefits Of Training
Aims: To explore the benefits of training and particularly the advantages of carrying out a
systematic approach to it.
Preparation: As this is linked to Activity 1A, think again about the new system or way of working,
you want to introduce to your staff. You may find it helpful to have some paper for making notes
on, as well as your notes from Activity 1A handy.
Activity 2A
For each type of training identified in Activity 1A, evaluate their usefulness in terms of:
What amount of time would be involved in the training.
How the training could be organised around the trainee and their work circumstances to provide
flexibility.
How much would the training cost in direct terms, i.e. course and material fees and indirect
terms, i.e. trainee's downtime, your time and the time of others involved in the training.
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How easily the trainee's training could be transferred to the actual job.
How easily the trainee's training could be transferred to the actual job. Having arrived at some
conclusions, write in some of the benefits to you and your trainee against each method, which is
listed below. Compare these with any previous training you may have personally undertaken.
Review of activity 2A
Planned training results in benefits to the company and to those trainees who have been involved in
the training programme.
These potential benefits are:
Time. It is likely to take less time to train somebody in or near, their workplace than to send them
on an external training course. Training courses often cover the 'need to know' and the 'nice to
know' information, whereas on-the-job training can be tailored specifically to meet the particular
needs and requirements of the trainee and the company.
Flexibility. On-the-job training can be flexible by being 'fitted around' the trainee and the
circumstances of their work.
Cost. The overall cost of on-the-job training can be less than off-the-job training for two main
reasons:
a) there may be less disruption to normal working;
b) carrying out one-to-one training is more effective.
Transfer. It may be easier to transfer what a trainee has learned in the actual workplace as
opposed to a simulated off-the-job environment. Furthermore, the delay in becoming competent
caused by trying to apply off-the-job theories to actual conditions can be another reason for
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off-the-job training costs being higher than on-the-job training. There is nothing complicated about
approaching training systematically. It might be more sensible to describe it as a common sense or
logical approach. For example, it would be difficult to coach a trainee if you had no idea of what
they were doing wrong or accurately design a piece of training without identifying the standard
against which the trainee would be assessed.
Now read a bit more about approaching training in a systematic manner below and try doing
Activity 3A which will help you to understand a bit more about the connection between training and
coaching.
6.5 A Systematic Approach To Training
In carrying out a systematic approach to training, you are following what is often called “The
Training Cycle”. This is described in the diagram below:
Each box represents a stage in the cycle and is defined as follows:
Training Needs
Training Needs represent the gap between what the job demands and the trainee's current
competence, i.e. the trainee's current level of knowledge, skills, attitudes and experience. It is
important that this stage is carried out carefully, otherwise the trainee may become a victim of
either too much or too little training. In both cases, unnecessary expense is the result. Too little
training could leave the trainee incompetent and de-motivated and in need of further training, too
much training could result in expectations on the part of the trainee that could not be met and which
may lead to low morale.
Training Requirements
Training Requirements can be identified by performing needs analysis, job analysis, and/or task
analysis. Analyses form the basis for determining training needs, developing and maintaining valid
task lists, and selecting tasks that must be trained on. To facilitate tracking and revisions of training
materials on the basis of facility or procedural changes, task lists are entered into systems such as
task-to-training matrices. Correctly done, these analyses provide assurance that training is
41

appropriate for the expected performance and identify requirements that serve as the basis for the
design and development of OJT programs.
Designing and planning the training
Design and planning the training should not be rushed but carried out in a logical and well thought
out manner. A considerable amount of time should be invested in deciding the outcome of the
training, the training content, the structure of the training, the delivery methods to be used, the
equipment and materials necessary to support the training and the manner of assessing the trainee's
performance and evaluating the success of the training.
To do a thorough job, time must be devoted to both planning and preparing the training. A general
'rule of thumb' states that you should allow four times the duration of the training for planning and
preparation, i.e. a 30 minute training session will probably take about 2 hours of planning and
preparation time. This time will be recouped however, depending on the number of trainees you
have.
Design phase activities include writing of terminal objectives, selection of appropriate training
settings, and development of training/evaluation standards (TES) for each task selected for training.
It is during the development of the TES that the bulk of the tasks are further analyzed, enabling
objectives are written, and decisions are made regarding how training will be conducted and
evaluated. OJT may be conducted using general instructions and task specific evaluation materials
for low-hazard potential facilities or tasks.
When writing a terminal objective, the training setting must be considered. The training setting
selected should be consistent with the task, but balanced against available resources and facility
constraints.
Training/Evaluation Standards (TES)
A training/evaluation standard (or equivalent document) is developed for each task selected for
training. The TES specifies elements, criteria, and conditions required for adequate task
performance. Each TES contains two parts: a training standard and an evaluation standard.
The training standard contains the task title, the terminal and enabling learning objectives, and
any applicable references. The information in the training standard is used to establish entry-level
requirements and forms the basis for training development activities. The evaluation standard
contains a performance test that includes prerequisites (to measure the trainee's knowledge and
skills on each task), amplifying conditions and standards, and instructions to the trainee and the
evaluator. The evaluation standard defines the conditions (cues) that signal a person to perform a
specific task, establishes conditions under which actions occur, and establishes standards that
measure knowledge and performance. It may be practical to combine the information contained in
the training and evaluation standards into one document or include it in a qualification card or
checklist.
Coaches and training material designers/developers should design each evaluation standard so that
different OJT coaches will administer the test consistently. The test should require actual task
performance if possible.
The methods of conducting OJT and the required level of accomplishing performance testing is
determined during the TES development process. The acceptable level of accomplishment
(perform, simulate, observe, discuss) should be specified in each TES. Certain tasks should require
that a trainee demonstrate achievement of the terminal objective through actual task performance. A
core of tasks that must be performed should be identified by line and training management. These
tasks are typically overstrain tasks or those that may be critical to safety.
Ultimately, the training and performance testing an employee receives should lead to qualifying
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that individual to perform the task. Therefore, the majority of tasks should be performance coded as
either perform or simulate. Observe and discuss are primarily used for knowledge assessments.
Development Phase
Development phase activities include the writing of training materials such as OJT checklists,
qualification standards, and OJT guides. Additional activities include the selection and training of
OJT coaches. The specifications generated in the design phase are used to develop an OJT program
and all required training materials. Care should be taken to keep OJT materials simple and usable.
OJT checklists (qualification cards) that are specific to an individual OJT program should be
developed to document training and performance testing. OJT checklists should be based on
knowledge and skills required by the training and evaluation standards. Required level/levels of
accomplishing performance testing should be specified for each task.
While many options exist for the format of an OJT checklist, the most common, is simply a list of
all the tasks required for qualification and the required level of performance test accomplishment. In
this case, the OJT checklist is used as a signature record card to document the performance testing
for each task. The completion of training for each task should also be documented on the OJT
checklist. An OJT checklist should reference the OJT guides used to conduct the training and the
evaluation standards used to conduct the performance tests. If the trainee must be trained and
performance tested on a number of tasks to become qualified, this format is usually the best.
A second format used by some facilities includes each task's evaluation standard as a part of the
OJT checklist (it may also contain each task's OJT guide). This format may result in a much larger
OJT checklist. If a facility qualifies trainees on a duty area or a task basis, this approach may be
workable.
The use of an OJT checklist that has two coach signatures for each task helps to ensure that OJT is
conducted and evaluated as a two-part process. The trainee is taught the task using an OJT guide
and is then performance-tested using the evaluation standard.
OJT checklists may contain tasks that have both simulate and perform specified as the acceptable
levels of accomplishment. At the time of conducting the OJT and/or the performance test, the OJT
coach should select the highest level of accomplishment that is supported by facility conditions.
The OJT guide and the evaluation standard for a task that has multiple levels of accomplishment
should be written to support the training and the evaluation at either level of accomplishment.
For tasks with a single level of accomplishment, there may be times that facility conditions do not
support performance testing at the specified level of accomplishment. If this is the case, the coach
should inform the OJT program coordinator. The program coordinator may then reschedule the
performance test or, with management's documented concurrence, the specific level of performance
test accomplishment may be lowered. This documented concurrence should be attached to, and
become a permanent part of, the trainee's OJT checklist.
Qualification Standards
Qualification standards are documents that contain the knowledge and skill requirements necessary
for the successful completion of a training program. A qualification standard should provide explicit
guidance to the coach and to the trainee to aid in the preparation for and the consistent
administration of performance tests. A qualification standard should include all program-specific
evaluation standards to be used during performance testing. Facilities that qualify employees on a
task basis need not develop a qualification standard. In this case, the OJT coach and the trainee only
need the task's evaluation standard.
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A qualification standard should be prepared consistent with the program's OJT guides and
evaluation standards. It should list the specific procedures and training resource materials required
for each task (e.g., operating procedures, system descriptions, fundamentals text).
This type of information may also be specified on the qualification card/checklist or in other
training documents or procedures. The qualification standard may also include reading assignments,
self-study requirements, study questions, problem analysis exercises, figures and diagrams, and
amplifying information. Qualification standards should not include copies of facility procedures or
training manuals/materials. They should instead reference these resources.
Trainees in an OJT program that requires self-study should find the qualification standard a very
useful document. It provides them with information on what to study, where this information may
be found, and guidance on what they need to learn.
A qualification standard should contain a section that provides a trainee entering an OJT program
with information on how that specific program operates, what will be expected of him/her, and
how/where to obtain training-related help. It should provide information regarding the use of the
OJT checklist and how to use the qualification standard. This section of the qualification standard
should also address (if not included in other training documents or procedures):
o Facility restrictions on unsupervised trainee operation of facility equipment/systems
o Guidelines on self-study
o Guidelines on improving listening habits
o Established goals and how trainee progress will be tracked
o How the trainee interacts with the OJT coach/program coordinator
o How to prepare for performance tests
o Comprehensive testing/evaluation required at the program's completion.
o Learning Objectives
o Training Content
o Coach Activities
o Trainee Activities
o Resources
Performance-based training programs should require the use of OJT guides (or equivalents) to
ensure consistent delivery of training. An OJT Guide is a document that outlines coach and trainee
activities, learning objectives, training content, and the resources (equipment, material, etc.)
necessary for the consistent conduct of training. The contents of an OJT guide for a specific task
should be based on the training standard portion of the TES. An OJT guide should identify trainee
prerequisites, learning activities, training equipment, and materials needed for training and specific
guidance for their use. OJT guides also provide specific direction to the coach for guiding the
learning process.
Some may question the necessity of OJT guides for on-the-job training. However, one of the most
frequently asked questions is "How can we ensure consistent training from one coach to the next?"
One way to ensure this is by the use of the OJT guide. It may be a part of the OJT qualification
card/checklist or a stand-alone document. In either case it should reference the specific task it
supports and should be organized and formatted to enhance the one-on-one learning process.
OJT guides should not contain copies of facility procedures. Rather, they should reference the
appropriate procedures and provide the coach with task specific guidance which enhances the
learning process. It should not include generic instructions that would be more appropriate in a
training procedure or other type of guidance document. This practice helps ensure that the
system/facility is operated only with approved procedures (which adds realism to the training),
rather than with training materials, and will minimize revisions to the OJT guide as facility
procedures are revised.
OJT guides should be prepared with the assistance of the OJT coach serving as the subject matter
expert (SME). They should be reviewed by an additional SME who was not directly involved in
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their development, and should be approved prior to use by supervisory members of the training staff
and the management of the work group for which the training was developed.
There are numerous factors which can have a significant influence on a trainee's learning and
motivation during the OJT process. Coaches or training material designers/developers should use
these factors as they develop OJT guides. Appendix C discusses learning and motivation as they
apply to OJT.
There are many OJT guide formats that could be successfully used for on-the-job training. OJT
guides normally consist of a cover page, a body, and a conclusion. It should be noted that much of
this information may be included in the qualification card/checklist or other appropriate training
procedures or guidance documents.
The cover page should provide the coach with the following information:
o Task title, number, and estimated time to complete the training
o Tools, materials, equipment, and references required
o Safety precautions and procedural limitations
o Reference to relevant facility procedures, facility conditions, and whose permission is
required
o Terminal and enabling objectives
o Trainee prerequisites
o Notes to the coach--guidance/suggestions
o OJT guide review and approval signature(s).
The body is the outline for the instructional process and includes the following major sections:
o Introduction
o Explanation
o Demonstration
o Practice under supervision.
The conclusion includes the following elements:
o Summary
o Additional motivation
o Documentation of Training.
Conducting the training
This step is perhaps the most familiar to you. However, there's more to it than just 'showing' and
'telling' as there are a number of skills you can use to assist the learning of the trainee.
During this phase of OJT the coach introduces and explains the task to be performed and
demonstrates to the trainee how to perform the task. The coach then supervises the trainee's practice
of the task. For high-hazard potential tasks, this phase of the OJT process is separate and distinct
from the evaluation phase of OJT. For low-hazard tasks OJT may be conducted and evaluated
simultaneously.
Coaches should use the "Three Ts" of effective training as they conduct OJT.
The first "T" is "tell them what you are going to tell them,"
The second is "tell them," and
The third is to "tell them what you told them."
Use of the three Ts helps to ensure effective on-the-job training.
The primary instructional method used in the on-the-job training setting is the demonstrationperformance
method. In this method, the coach tells and shows the trainee how to perform the task.
The shop foreman teaches the apprentice almost entirely by some version of this method, and the
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flight coach uses it to teach flying skills. The coach explains and demonstrates the particular task to
the trainee and then coaches while the trainee practices the task. This method is based on the
principle that trainees learn best by doing. During the practice the coach points out errors and helps
the trainee improve techniques or eliminate errors in performance. The trainee is allowed repeated
practice to achieve the terminal objective. When the trainee has satisfied the objectives, the coach
concludes the training and documents it on the trainee's OJT checklist.
Preparation Step
Coaches should adequately prepare prior to conducting OJT to ensure consistent and effective
training. A major portion of preparation should be a review of the OJT guide (or equivalent). This
review should concentrate on the equipment and/or tools required, expected trainee preparations,
reference materials, safety precautions, and may include a review of the factors that influence
trainee learning and motivation.
The coach should review the procedures referenced by the OJT guide, prepare the job site, and
ensure that all necessary tools, materials, and procedures are available. The coach should also
ensure that sufficient time for the training has been scheduled.
Introduction Step
Put the trainee at ease. It is natural for a trainee to be somewhat nervous at first, especially if this is
the first contact with the coach. Time spent putting the trainee at ease will normally be time well
spent. A relaxed trainee will be more receptive to the OJT process.
The coach should motivate or arouse the trainee's interest in the training session. An adult likes to
see a direct link between his/her job and the skills and knowledge presented during the training. To
help to establish this link, the trainee needs answers to the following questions:
What's in it for me (WIIFM)?
Why do I need to learn this?
When will I use this information?
How will I use this information?
The trainee should understand the terminal and enabling learning objectives. The coach should state
and discuss the objectives with the trainee to ensure that the trainee understands the required
performance, how well it should be performed, and under what conditions.
The coach should provide the trainee with the first "T" of effective training--"tell them what you are
going to tell them." The coach should present an overview of the task that includes not only what
will be learned, but how it will be presented. The overview should be brief and stress safety
measures and compliance to procedures. This process may also help to relate this training to
previous or future training. The coach should make sure the trainee understands that he/she can ask
questions anytime during the training.
The coach should continue to stress safety while establishing the "ground rules" regarding how
he/she intends to conduct the training. Explain under what circumstances the evolution will be
interrupted (e.g., to demonstrate if needed) and under what circumstances the evolution will be
stopped (e.g., if personnel or equipment safety concerns arise). The coach should stress that facility
procedures (administrative, operations, maintenance, lockout, etc.) must be adhered to at all times.
The coach should determine what the trainee already knows about the particular job or task. The
coach should then tailor the training based on a combination of the trainee's experience, knowledge,
and training completed to date. By briefly reviewing what the trainee knows and then progressing to
new material, the risk of losing the trainee's attention will be minimized.
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The coach should minimize interruptions during the training process. The presence of co-workers at
the training site may be a problem because the trainee needs to be able to practice, make errors, and
receive corrective instruction without personal embarrassment.
Although elimination of all co-workers from the vicinity of the training is difficult or impossible,
some degree of privacy is needed.
The last step in the introduction is to express confidence that the trainee will learn to perform the
task quickly and well. The goal is for the trainee to begin the training with a feeling of confidence
and a desire to meet the challenge.
Explanation Step
With a simple task the coach may combine the explanation and demonstration steps of OJT. With a
complicated or hazardous task, however, it is usually better if the coach separates these two steps.
The coach tells the trainee how to perform the task--the second "T" of effective training.
The coach should clearly describe the action(s) the trainee is expected to perform. An important
consideration in this step is the language used. Coaches should speak on a level the trainee
understands and fully explain technical terms.
The coach should stress key points and critical steps during the explanation of the task. This helps
the trainee differentiate between the important (critical) and the not-so-important information. Full
use should be made of being at the job site to explain the task and bring to the trainee's attention any
cues and or stimuli related to the task.
The coach should explain why and in what order procedural steps or task elements are done to
reinforce learning and stress safety by his/her words and actions. An effective explanation requires
two way communication between the coach and the trainee.
The coach should ask the trainee questions to verify comprehension and should be patient and
willing to explain something as many times as necessary.
The coach should answer any questions the trainee asks.
Most skills lend themselves to a sequential pattern where the coach explains the skill in the same
order in which it is performed. When the coach can relate material to what a trainee already knows,
the known-to-unknown strategy may be used effectively. When teaching more than one skill, the
simple-to-complex strategy works well. By starting with the simplest skill, trainees build confidence
and are less likely to become frustrated when faced with more complex skills. The coach should not
describe short cuts or unapproved alternative methods of performing a task. The coach should not
try to impress the trainee with his/her knowledge, because training should be trainee centred.
Demonstration Step
During the demonstration step the coach shows and explains to the trainee how to perform the task.
The coach may demonstrate the complete task and then require the trainee to practice or they may
perform the demonstration and practice steps together on an element-by element basis. A well
written OJT guide (or equivalent) should provide the necessary guidance to the coach regarding the
most effective techniques to use.
It is important that the coach demonstrate the skill correctly and safely the first time. If
demonstrated incorrectly, the coach's credibility is reduced and the trainee will have to "unlearn" the
incorrectly presented material before he/she can learn it correctly.
The coach should stress safety and compliance with facility procedures. An effective way to do this
is by his/her own personal actions. Since the trainee generally imitates the coach's performance,
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the coach should demonstrate the task exactly the way it should be performed.
The coach should ask the trainee frequent questions and explain or demonstrate task elements again
as necessary.
The coach should proceed slowly and continue the demonstration only after it is clear that the
trainee understands.
Practice Under Supervision
The coach should closely supervise the trainee's initial practice to ensure safe and correct task
performance. An effective method of conducting the practice step is to have the trainee talk through
the key points and demonstrate the main steps of the task. During the practice session, the coach
should ask the trainee questions regarding what is being done, why it is done, and what indications
to look for. The trainee should practice at his/her own pace without unnecessary interruption or too
much coach assistance. As the trainee gains proficiency, the coach should reduce or fade his/her
coaching. However, the coach should never hesitate to stop the trainee if a mistake can be prevented
or has been made. The coach should correct improper actions promptly and without belittling the
individual. The trainee will usually know what he/she did wrong, and very little correction should
be necessary. The coach should be patient and provide positive comments on the trainee's initial
efforts. Sufficient time should be scheduled to allow for trainee practice. Depending on the
difficulty a trainee is having performing a task, the coach may have to schedule additional training
and practice at a later date. The time to identify and correct errors is during the training rather than
during the performance test.
The OJT guide (or equivalent) should specify the degree of supervision that is required when the
trainee practices under supervision. Facility procedures and the hazard or complexity of the task
should be the overriding factor in this requirement. In both of the following cases the coach
supervises the trainee, but the degree of supervision is different:
Controlled: The coach closely supervises the trainee. The trainee works at his/her own pace but
the coach is always ready to stop him/her to prevent or correct mistakes.
Independent: The coach allows the trainee to practice the task at his/her own pace following the
demonstration. This method has limited usefulness for facility operators but may
work quite well in a shop or laboratory environment.
The coach closely supervises the trainee the first time he/she practices the task and then allows the
trainee to practice independently, periodically checking and coaching as necessary.
Regardless of the method used, the end result should be sufficient trainee practice to develop
proficiency in task performance (i.e., performance satisfies the learning objectives).
Conclusion
The conclusion of the training phase of OJT usually consists of three important elements. The first
element is a summary of the training and is the last "T" of effective training--“tell them what you
told them." The summary consists of a review of the learning objectives and the task steps. The
coach should make positive comments and praise what the trainee did well. This should be done
even during review of an area in which the trainee had difficulty.
However, it is equally important to discuss the areas in which the trainee had difficulty, because
suggestions for ways to improve specific difficulties is also important feedback.
The second element is to provide additional motivation for the trainee. Reinforce how this training
will help him/her perform on-the-job and discuss how it relates to previous and future training.
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The last element is to document the training. Facility training procedures should specify how the
coach documents completion of training. One method is to document the training on the individual's
OJT checklist.
Assessing the effectiveness of the training
Assessment of the effectiveness of the training is often poorly carried out, if at all. The purpose of
this stage is to see whether the training has not only worked but also to identify any modifications
and improvements that could be made to make the training more effective. Using the feedback loop,
you can easily identify any problems or deficiencies in all the stages of 'The Training Cycle'. It also
enables you to measure the level of cost of the training and its 'value-for-money'.
Evaluating performance
During the evaluation phase of OJT the coach (evaluator) administers a performance test to assess
the trainee's performance against predetermined performance standards. The evaluation phase
should be separate and distinct from the training phase. However, OJT for low-hazard tasks may be
conducted and evaluated simultaneously. During the evaluation phase, the coach tests the trainee.
The time for instruction has ended.
Performance Testing
A performance test (sometimes called a practical factor) is a hands-on demonstration by the trainee
of the knowledge and skills required to perform a task. Performance tests should be given and
evaluated by qualified OJT coaches. The coach uses an evaluation standard from a TES (or
equivalent) to determine if the trainee has the knowledge and skills to perform the task. A trainee's
knowledge may be assessed prior to, during, or following task completion.
It is suggested that safety-related questions should be asked prior to task performance. A limited
number of questions may be asked during the performance test if they will not distract the trainee
from the task's performance, with the remaining questions asked following task completion.
The trainee is tested following the completion of training and any additional practice necessary to
develop proficiency. Just as in the training phase of OJT, the evaluation phase consists of several
distinct steps. To conduct a performance test the trainee and the coach should prepare for the test.
The coach should then brief the trainee, conduct the performance test, debrief the trainee, and
document the performance test.
Preparing for a Performance Test
Trainee Preparation. The trainee should review the evaluation standard and the OJT checklist to
determine the required level of accomplishment. If there has been a significant time lag between the
completion of training and the scheduled performance test, the trainee should study and/or practice
the task under an OJT coach's supervision to help refresh his/her skills. The trainee should confirm
the scheduled evaluation time, review safety requirements, and obtain any necessary safety
equipment.
Coach Preparation. The coach should confirm scheduled evaluation time with the trainee and
verify completion of all prerequisite training. The coach should prepare for the performance test by
reviewing the materials that will be used (the OJT checklist, the evaluation standard for the task,
and the procedure). If time permits, the coach may want to walk through the task to ensure he/she is
current on task specifics.
The coach should ensure that required facilities, equipment, personnel, materials, etc., will be
available at the scheduled time, and that facility operations will support and allow the level of
accomplishment specified for the performance test.
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Briefing the Trainee
Prior to conducting a performance test, the coach should provide the trainee with an overview of the
performance testing process and explicit instructions regarding the task to be tested. That is, the
coach should provide clear and complete instructions as to what the trainee is/is not allowed to do
and explain under what circumstances he/she will stop the trainee (such as danger to personnel or
equipment).
The coach should review the evaluation standard with the trainee and explain the standards of
acceptable performance. The coach should tell the trainee that any answer or action that would
place personnel, the facility, or system in danger is an immediate failure of the performance test
regardless of the acceptability of other responses.
Conducting the Performance Test
A performance test is not an instructional process. Its purpose is to evaluate the trainee's skills and
knowledge. The coach should not coach or prompt the trainee by giving hints, by asking leading
questions, or by his/her actions. If a task requires the trainee to go to a location, the coach should
not lead the way. If the evaluation standard references a procedure, that procedure should be
available to the trainee during the test but should not be handed to the trainee by the coach. Part of
the performance test is to assess the trainee's use of procedures and understanding of their
importance.
With most tasks, the coach should be able to determine if the trainee is performing the task correctly
by observing and comparing the trainee's actions to the evaluation standard and the procedure. The
coach should evaluate the trainee’s ability to:
Obtain the needed reference material and tools without difficulty
Use the references and tools correctly and in the proper sequence
Observe applicable facility safety rules when performing the task
Manipulate the equipment in a deliberate and timely manner
Recognize equipment status (such as, does he/she recognize when a valve is open or a
pump is running).
Usually it is not enough for employees to only possess the skills to operate a tool, a component, or a
system. Knowledge of the underlying theory/principles of operation, interactions with other
systems, and actions if the equipment or system doesn't operate properly should also be required. To
assess a trainee’s knowledge, the coach must ask questions to verify understanding of the task;
however, the coach should not ask questions to distract the trainee. All questions asked during a
performance test should be related to the task's terminal and enabling learning objectives, starting
with the easier questions. This technique tends to build confidence and puts the trainee at ease. The
coach may then progress to more thought-provoking questions. The coach may also ask the trainee
to "talk through" the task as he/she performs it. This technique reduces the number of questions the
coach needs to ask and allows the coach to stop the trainee before he/she makes a serious mistake.
The questions used may be written in the evaluation standard (preferred method) or generated by
the coach during the performance test. Approved questions may be maintained in a question and
answer bank and inserted into the evaluation standard prior to conducting a performance test.
Benefits of developing written questions for the coach to ask as a part of the performance test
include standardizing the knowledge assessment portion and minimizing the diversion of the
coach’s attention from the trainee's answer (the coach may be thinking about what to ask next while
the trainee is answering the current question). Wrong responses may then go unnoticed, thus
reinforcing in the trainee's mind that what he/she said was correct when, in fact, it was not. The
questions asked during the performance test should test understanding and judgment as well as
factual knowledge.
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If the evaluation standard was developed with questions and answers built into it, the coach should
select appropriate questions to spot-check the trainee's knowledge. Questions asked during the test
need not be restricted to those stated verbatim in the evaluation standard. The coach may rephrase
or expand them as appropriate. The coach should also keep in mind that the trainee's answer will
usually not be a verbatim answer. The coach should record on the evaluation standard whether the
trainee's response was satisfactory or unsatisfactory, and if unsatisfactory, the given response.
If questions are not included as a part of the evaluation standard, the coach should ask questions to
assess knowledge and record them as previously described.
The coach has the option of asking several different types of questions during the performance test.
This applies equally well to developing questions as part of an evaluation standard or to the coach
who is administering a performance test that was developed without questions. The two most
common question types are the open-ended question and the closed-ended question. A good mix of
these two types of questions should provide the coach with enough information to determine
whether the trainee has adequate knowledge.
The open-ended question places the burden of conversation on the trainee and gives the coach time
to analyze what the trainee is saying. It reduces the total number of questions asked and is very
useful when starting a line of questioning in a new subject area. The following are two examples of
open-ended questions:
Describe the procedure for starting the recirculation pump.
Explain how other systems are affected by performing this task.
Closed-ended questions are specific questions that are often answered with only one or two words
(e.g., Yes, No, Open, Closed, 150 psig). They may be used to clarify a statement the trainee made in
response to an open-ended question. Closed-ended questions place the burden of conversation on
the coach in that he/she spends much more time thinking of and stating the question than it takes the
trainee to answer it. The following are two examples of closed-ended questions:
Is there a danger of electrical shock while working on an energized motor controller?
What indications of a loss of pump prime are available to you at this control panel?
Use of leading questions should be minimized or avoided altogether. In a leading question the coach
gives the trainee a partial answer and expects the trainee to complete it, or gives the complete
answer and expects the trainee to agree or disagree.
All questions asked during a performance test should relate to the evaluation standard.
Questions may include theory, system equipment, and a discussion of routine and/or emergency
procedures. Most facilities require the trainee to memorize the immediate actions of an emergency
procedure and expect the trainee to be able to rapidly locate the supplementary or follow-up actions
in the procedures. In many instances an employee in the trainee's job classification does not perform
all of the steps in a procedure. The coach should ask why the trainee does not perform these
procedural steps, who does, how the actions of others affect the task, and how he/she would know
when to continue with his/her part of the procedure.
The trainee may answer a question incorrectly during a performance test. The coach's response to
the wrong answer should be as neutral as possible. The coach may rephrase the question and if the
trainee still does not respond correctly, record it in the evaluation standard and move to a different
area. At the completion of the performance test the coach should clarify any misconceptions or have
the trainee look up what he/she did not know.
It should be noted that evaluation standards contain 100% of the required knowledge. For most
tasks, the trainee is usually not required to know everything in the evaluation standard. Many
facilities require that the trainee accomplish the skills portion of a performance test with 100%
accuracy and achieve at least 80% of the information required by the evaluation standard. Other
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facilities require 100% accuracy on the skill requirements and a satisfactory or unsatisfactory
assessment of the knowledge requirements. Facility-specific procedures or the OJT program's
training administrative guidance should establish the task-specific skill and knowledge levels.
At the completion of a performance test the coach must make a judgment call. Compared to the
evaluation standard--did the trainee have satisfactory knowledge and skills or not? The use of a
detailed evaluation standard which includes questions and answers will reduce the subjectivity of
this decision. There are many possible outcomes of a performance test.
The following three are generic examples:
Satisfactory skills and knowledge; no weak points. The coach signs the trainee's OJT checklist.
Satisfactory skills and knowledge; the trainee lacked information on some minor details. The
coach may cover those details during the debrief and sign the trainee's OJT checklist.
Unsatisfactory; the trainee lacked necessary skills or showed a significant lack of knowledge
and understanding. The coach should counsel the trainee as to the remediation required and
what to practice or study and request the OJT program coordinator to reschedule additional
training and another evaluation.
The coach should also discuss the trainee's performance with the program coordinator and/or the
trainee's supervisor.
Debriefing the Trainee
At the completion of a performance test the coach should conduct a detailed review of the trainee's
performance. The coach should tell the trainee if he/she passed or failed the test.
The coach should make positive comments while reviewing the performance test results.
Based on the outcome of the test, the coach should either discuss the knowledge items missed with
the trainee or require the trainee to find the correct answers.
Documenting Performance Test Completion
If the trainee has satisfactorily performed the task, the OJT checklist should be signed and
dated by the coach. If the task has multiple levels of accomplishment, the coach should
indicate on the OJT checklist the level at which it was accomplished.
Now try doing activity 3A, below, which covers the connection between training and coaching.
6.6 The Connection Between Training And Coaching
Aims: To identify training methods that can be used in the workplace and their connection to the
process of coaching.
Preparation: As with the previous activities, think again about the new system or way of working,
you want to introduce to your staff.
Concentrate only on the different ways that a trainee could learn to carry out the new system or way
of working.
Activity 3A
The list below contains five different ways a trainee could learn skills, knowledge and competence
in the workplace. Against each one, briefly describe what you would use each method for when
training your trainee
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6.7 Training Methods
Review of activity 3A
There are a number of different ways a trainee can learn in the workplace. These include:
Trial and Error - letting the trainee gain work experience at their own pace. However, with this
method there are health and safety considerations to take into account.
Work Shadowing - allowing the trainee to observe an experienced and competent operative carry
out the work. This also gives the trainee an idea of the possible problems they may encounter. The
value of work shadowing can be enhanced by:
– the trainee carrying out the observation using a checklist or schedule;
– the operative providing an explanation to the trainee on what they are doing and why.
Demonstration and Instruction - this is the method closest to coaching and allows a trainee to
see the job carried out, explained and then be able to practice carrying out the job under
supervision.
Open and Flexible Learning - this would not be appropriate to developing a practical
competence, though it can be used for skill development in a less hazardous environment, especially
where basic skills have already been developed. You could also use this method to develop the
knowledge required by the trainee to carry out the job competently.
Work-based Projects - helping the trainee to develop a further knowledge and understanding
about the job by carrying out tasks that involve more that just 'doing' and include opportunities to
apply what they have learned.
All of these methods can be used in a training programme to provide the necessary knowledge,
skills, attitudes and experience to allow a trainee to become competent. However, the most effective
method of delivering practical training in the workplace is coaching because it is about helping
trainees to perform a task or job role to the laid down standard required for competent performance.
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6.8 The Three Stages Of The Coaching Process
The process of coaching can be broken down into three stages:
Preparation which involves preparing for the session and preparing the trainee for coaching.
Demonstration which involves using a variety of coaching skills and techniques.
Monitoring which involves checking the trainee's understanding and progress.
The following lines cover some theories on how a trainee's individual learning style relates to your
style of carrying out coaching. You will find this very useful when you sit down to plan how you
will train your trainee.
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6.9 Learning Styles
How does a trainee’s learning style relate to the coaching style?
The idea of a learning style refers to the fact that each individual trainee will be inclined to learn
better from different activities and approaches. Some trainees like to learn by carrying out practical
exercises and learning from their mistakes, others like to watch demonstrations and receive
explanations first, before applying what they have seen and heard. In 1986, Honey and Mumford,
identified four basic learning styles:
Activists. These trainees enjoy 'having a go' and being 'thrown in at the deep end'. They like to
solve problems and carry out practical tasks.
Reflectors. These trainees like to stand back and think about the task. They tend to observe other
people doing the task and discussing it with them and their colleagues. They enjoy reading books
and listening to experts.
Theorists. These trainees like to either 'draw up' their own theory, or take someone else's theory
about a task. In deciding how to tackle a particular task, they will try to develop a model or staged
approach to help them to carry out the task.
Pragmatists. These trainees enjoy experimenting with a task and like to identify different
opportunities to carry it out. They are usually full of bright ideas and like to run 'pilot' exercises or
try out new ideas.
Recognising the preferred learning style of trainees can have implications on the kind of approach
you adopt for their training. This is particularly the case with activists, who learn best from one-toone
instruction and pragmatists who prefer a coaching programme.
Activists seem to learn more easily when they can get involved immediately in short practical
activities and when there are a variety of things to cope with. Activists do not learn well when they
are required simply to observe and not be involved or have to listen to theoretical explanations.
Highly-structured practice sessions, where a task is continually repeated, would not be liked by the
activist.
The reverse is true for reflectors, who probably learn best when they are allowed to watch, observe
or listen and then think over or review what has taken place. They would need to 'look before they
leap' and be given plenty of time for preparation. Reflectors would not like being 'thrown in at the
deep end'.
Pragmatists learn best through work-based assignments and job-related issues, They do not like
hypothetical situations (unlike the theorists) and would find it difficult to learn if they were given
activities that were not job-related.
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Ideally, a trainee's learning style preference can be assessed in a reasonably objective way by means
of a questionnaire prior to the beginning of a series of one-to-one or coaching sessions.
The information could be of benefit to you for the following reasons:
it would help you to design sessions that fit in with the main learning style of the trainee;
if the results of the questionnaire were 'fed back' to the trainee, it could help them to appreciate
the difficulties they might experience with the training methods that, out of necessity, have to be
used in their training;
it would enable you to identify those trainees who may need special attention because their
learning style contrasts greatly with the methods that the trainer needs to use;
it could allow you to put into perspective the trainee's observations and comments about the
training/coaching content and approach.
If you are interested in finding out more about learning styles and would like to find out your own
particular style of learning, the work carried out by Peter Honey and Alan Mumford is the most
authoritative. Their work can be found in the "Manual of Learning Styles", first published in 1986
and available from most bookshops.
More Information about Kolb Learning Styles
David Kolb's learning styles model and experiential learning theory (ELT)
Having developed the model over many years prior, David Kolb published his learning styles model
in 1984. The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and
Kolb's learning styles inventory (LSI). In his publications - notably his 1984 book 'Experiential
Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early
work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget. In turn,
Kolb's learning styles model and experiential learning theory are today acknowledged by
academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards
our understanding and explaining human learning behaviour, and towards helping others to learn.
See also Gardner's Multiple Intelligences and VAK learning styles models, which assist in
understanding and using Kolb's learning styles concepts.
In addition to personal business interests (Kolb is founder and chairman of Experience Based
Learning Systems), David Kolb is still (at the time I write this, 2005) Professor of Organizational
Development at Case Western Reserve University, Cleveland, Ohio, where he teaches and
researches in the fields of learning and development, adult development, experiential learning,
learning style, and notably 'learning focused institutional development in higher education'.
A note about Learning Styles in young people's education: Towards the end of the first decade of
the 2000s a lobby seems to have grown among certain educationalists and educational researchers,
which I summarise very briefly as follows: that in terms of substantial large-scale scientific research
into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely
unproven methodologies. Moreover Learning Styles objectors and opponents assert that heavy
reliance upon Learning Styles theory in developing and conducting young people's education, is of
questionable benefit, and may in some cases be counter-productive.
Despite this, many teachers and educators continue to find value and benefit by using Learning
Styles theory in one way or another, and as often applies in such situations, there is likely to be
usage which is appropriate, and other usage which is not.
Accordingly - especially if you are working with young people - use systems and methods with
care. It is wrong to apply any methodology blindly and unquestioningly, and wrong not to review
and assess effectiveness of methods used.
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That said, Learning Styles theories such as Kolb's model and VAK are included on this website for
very broad purposes; these materials form a part of a much bigger range of concepts and other
content concerning personality, self-awareness, self-development, and the development of mutual
understanding and teams, etc., especially for the use in adult careers, work, business, management,
human resources, and commercial training. See further notes about Learning Styles detractors and
considerations below.
Kolb’s experiential learning theory (learning styles) model
Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a
four-stage learning cycle. (which might also be interpreted as a 'training cycle'). In this respect
Kolb's model is particularly elegant, since it offers both a way to understand individual people's
different learning styles, and also an explanation of a cycle of experiential learning that applies to us
all.
Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically
expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a
basis for 'observations and reflections'. These 'observations and reflections' are assimilated and
distilled into 'abstract concepts' producing new implications for action which can be 'actively tested'
in turn creating new experiences.
Kolb says that ideally (and by inference not always) this process represents a learning cycle or
spiral where the learner 'touches all the bases', i.e., a cycle of experiencing, reflecting, thinking, and
acting. Immediate or concrete experiences lead to observations and reflections. These reflections are
then assimilated (absorbed and translated) into abstract concepts with implications for action, which
the person can actively test and experiment with, which in turn enable the creation of new
experiences.
Kolb's model therefore works on two levels - a four-stage cycle:
Concrete Experience - (CE)
Reflective Observation - (RO)
Abstract Conceptualization - (AC)
Active Experimentation - (AE)
and a four-type definition of learning styles, (each representing the combination of two preferred
styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which
Kolb used the terms:
Diverging (CE/RO)
Assimilating (AC/RO)
Converging (AC/AE)
Accommodating (CE/AE)
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Diagram of Kolb’s learning styles
See also the personality styles and models section for help with understanding how Kolb's theory
correlates with other personality models and psychometrics (personality testing).
Learning Styles
Kolb explains that different people naturally prefer a certain single different learning style. Various
factors influence a person's preferred style: notably in his experiential learning theory model (ELT)
Kolb defined three stages of a person's development, and suggests that our propensity to reconcile
and successfully integrate the four different learning styles improves as we mature through our
development stages. The development stages that Kolb identified are:
- Acquisition - birth to adolescence - development of basic abilities and 'cognitive structures'
- Specialization - schooling, early work and personal experiences of adulthood - the development
of a particular 'specialized learning style' shaped by 'social, educational, and organizational
socialization'
- Integration - mid-career through to later life - expression of non-dominant learning style in work
and personal life.
Whatever influences the choice of style, the learning style preference itself is actually the product of
two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of axis,
each with 'conflicting' modes at either end:
Concrete Experience - CE (feeling) -----V----- Abstract Conceptualization - AC (thinking)
Active Experimentation - AE (doing) -----V----- Reflective Observation - RO (watching)
A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing
Continuum (how we approach a task), and the north-south axis is called the Perception Continuum
(our emotional response, or how we think or feel about it).
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These learning styles are the combination of two lines of axis (continuums) each formed between
what Kolb calls 'dialectically related modes' of 'grasping experience' (doing or watching), and
'transforming experience' (feeling or thinking):
The word 'dialectically' is not widely understood, and yet carries an essential meaning, namely
'conflicting' (its ancient Greek root means 'debate' - and I thank P Stern for helping clarify this
precise meaning). Kolb meant by this that we cannot do both at the same time, and to an extent our
urge to want to do both creates conflict, which we resolve through choice when confronted with a
new learning situation. We internally decide whether we wish to do or watch, and at the same time
we decide whether to think or feel.
The result of these two decisions produces (and helps to form throughout our lives) the preferred
learning style, hence the two-by-two matrix below. We choose a way of 'grasping the experience',
which defines our approach to it, and we choose a way to 'transform the experience' into something
meaningful and usable, which defines our emotional response to the experience.
Our learning style is a product of these two choice decisions:
How to approach a task - i.e., 'grasping experience' - preferring to (a) watch or (b) do , and
our emotional response to the experience - i.e., 'transforming experience' - preferring to (a) think or
(b) feel.
In other words we choose our approach to the task or experience ('grasping the experience') by
opting for 1(a) or 1(b):
1(a) - though watching others involved in the experience and reflecting on what happens ('reflective
observation' - 'watching') or
1(b) - through 'jumping straight in' and just doing it ('active experimentation' - 'doing')
And at the same time we choose how to emotionally transform the experience into something
meaningful and useful by opting for 2(a) or 2(b):
2(a) - through gaining new information by thinking, analyzing, or planning ('abstract
conceptualization' - 'thinking') or
2(b) - through experiencing the 'concrete, tangible, felt qualities of the world' ('concrete experience'
- 'feeling')
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The combination of these two choices produces a preferred learning style. See the matrix below.
Kolb’s learning styles - matrix view
It's often easier to see the construction of Kolb's learning styles in terms of a two-by-two matrix.
The diagram also highlights Kolb's terminology for the four learning styles; diverging, assimilating,
and converging, accommodating:
feeling (Concrete
Experience - CE)
thinking (Abstract
Conceptualization
- AC)
doing (Active
Experimentation - AE)
accommodating
(CE/AE)
converging
(AC/AE)
watching
(Reflective
Observation - RO)
diverging
(CE/RO)
assimilating
(AC/RO)
doing (Active Experimentation - AE) watching (Reflective Observation - RO)
feeling (Concrete Experience - CE) accommodating (CE/AE) diverging (CE/RO)
thinking (Abstract Conceptualization - AC) converging (AC/AE) assimilating
(AC/RO)
Thus, for example, a person with a dominant learning style of 'doing' rather than 'watching' the task,
and 'feeling' rather than 'thinking' about the experience, will have a learning style which combines
and represents those processes, namely an 'Accommodating' learning style, in Kolb's terminology.
Kolb learning styles definitions and descriptions
Knowing a person's (and your own) learning style enables learning to be orientated according to the
preferred method. That said, everyone responds to and needs the stimulus of all types of learning
styles to one extent or another - it's a matter of using emphasis that fits best with the given situation
and a person's learning style preferences.
Here are brief descriptions of the four Kolb learning styles:
Diverging (feeling and watching - CE/RO)
These people are able to look at things from different perspectives. They are sensitive. They prefer
to watch rather than do, tending to gather information and use imagination to solve problems. They
are best at viewing concrete situations several different viewpoints. Kolb called this style
'Diverging' because these people perform better in situations that require ideas-generation, for
example, brainstorming. People with a Diverging learning style have broad cultural interests and
like to gather information. They are interested in people, tend to be imaginative and emotional, and
tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with
an open mind and to receive personal feedback.
Assimilating (watching and thinking - AC/RO)
The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more
important than people. These people require good clear explanation rather than practical
opportunity. They excel at understanding wide-ranging information and organising it a clear logical
format. People with an Assimilating learning style are less focused on people and more interested in
ideas and abstract concepts. People with this style are more attracted to logically sound theories
than approaches based on practical value. These learning style people is important for effectiveness
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in information and science careers. In formal learning situations, people with this style prefer
readings, lectures, exploring analytical models, and having time to think things through.
Converging (doing and thinking - AC/AE)
People with a Converging learning style can solve problems and will use their learning to find
solutions to practical issues. They prefer technical tasks, and are less concerned with people and
interpersonal aspects. People with a Converging learning style are best at finding practical uses for
ideas and theories. They can solve problems and make decisions by finding solutions to questions
and problems. People with a Converging learning style are more attracted to technical tasks and
problems than social or interpersonal issues. A Converging learning style enables specialist and
technology abilities. People with a Converging style like to experiment with new ideas, to simulate,
and to work with practical applications.
Accommodating (doing and feeling - CE/AE)
The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These
people use other people's analysis, and prefer to take a practical, experiential approach. They are
attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut'
instinct rather than logical analysis. People with an Accommodating learning style will tend to rely
on others for information than carry out their own analysis. This learning style is prevalent and
useful in roles requiring action and initiative. People with an Accommodating learning style prefer
to work in teams to complete tasks. They set targets and actively work in the field trying different
ways to achieve an objective.
As with any behavioural model, this is a guide not a strict set of rules.
Nevertheless most people clearly exhibit clear strong preferences for a given learning style. The
ability to use or 'switch between' different styles is not one that we should assume comes easily or
naturally to many people.
Simply, people who have a clear learning style preference, for whatever reason, will tend to learn
more effectively if learning is orientated according to their preference.
For instance - people who prefer the 'Assimilating' learning style will not be comfortable being
thrown in at the deep end without notes and instructions.
People who like prefer to use an 'Accommodating' learning style are likely to become frustrated if
they are forced to read lots of instructions and rules, and are unable to get hands on experience as
soon as possible.
Relationships between Kolb and other behavioural/personality theories
As with many behavioural and personality models, interesting correlations exist between Kolb's
theory and other concepts.
For example, Kolb says that his experiential learning theory, and therefore the learning styles model
within it, builds on Carl Jung's assertion that learning styles result from people's preferred ways of
adapting in the world.
Among many other correlations between definitions, Kolb points out that Jung's
'Extraversion/Introversion' dialectical dimension - (which features and is measured in the Myers-
Briggs Type Indicator [MBTI]) correlates with the 'Active/Reflective' (doing/watching) dialectic
(east-west continuum) of Kolb's model.
Also, the MBTI 'Feeling/Thinking' dimension correlates with the Kolb model Concrete
Experience/Abstract Conceptualization dimension (north-south continuum).
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Honey and Mumford’s variation on the Kolb system
Various resources (including this one in the past) refer to the terms 'activist', 'reflector', 'theorist',
and 'pragmatist' (respectively representing the four key stages or learning steps) in seeking to
explain Kolb's model. In fact, 'activist', 'reflector', 'theorist', and 'pragmatist' are from a learning
styles model developed by Honey and Mumford, which although based on Kolb's work, is different.
Arguably therefore the terms 'activist', 'reflector', 'theorist', and 'pragmatist' effectively 'belong' to
the Honey and Mumford theory.
Peter Honey and Alan Mumford developed their learning styles system as a variation on the Kolb
model while working on a project for the Chloride corporation in the 1970's. Honey and Mumford
say of their system:
"Our description of the stages in the learning cycle originated from the work of David Kolb. Kolb
uses different words to describe the stages of the learning cycle and four learning styles..."
And, "...The similarities between his model and ours are greater than the differences.." (Honey &
Mumford)
In summary here are brief descriptions of the four H&M key stages/styles, which incidentally are
directly mutually corresponding and overlaid, as distinct from the Kolb model in which the learning
styles are a product of combinations of the learning cycle stages. The typical presentation of these
H&M styles and stages would be respectively at north, east, south and west on a circle or four-stage
cyclical flow diagram.
- 'Having an Experience' (stage 1), and Activists (style 1): 'here and now', gregarious, seek
challenge and immediate experience, open-minded, bored with implementation.
- 'Reviewing the Experience' (stage 2) and Reflectors (style 2): 'stand back', gather data, ponder
and analyse, delay reaching conclusions, listen before speaking, thoughtful.
- 'Concluding from the Experience' (stage 3) and Theorists (style 3): think things through in
logical steps, assimilate disparate facts into coherent theories, rationally objective, reject
subjectivity and flippancy.
- 'Planning the next steps' (stage 4) and Pragmatists (style 4): seek and try out new ideas,
practical, down-to-earth, enjoy problem solving and decision-making quickly, bored with long
discussions.
There is arguably a strong similarity between the Honey and Mumford styles/stages and the
corresponding Kolb learning styles:
Activist = Accommodating "doing and feeling"
Reflector = Diverging "feeling and watching"
Theorist = Assimilating "watching and thinking"
Pragmatist = Converging "doing and thinking"
You must be careful how you use systems and methods with others, and be careful how you assess
research and what it actually means to you for your own purposes.
On which point, Learning Styles theories such as Kolb's model and VAK are included here for very
broad purposes. Please consider these ideas and materials as part of a much wider range of
resources for self-development - for people young and old, for careers, work, life, business,
management, etc., and for teachers, trainers, managers and leaders helping others to improve and
develop in these situations.
The use of this material is free provided copyright (see below) is acknowledged and reference is
made to the www.businessballs.com website. This material may not be sold, or published in any
form. Disclaimer: Reliance on information, material, advice, or other linked or recommended
resources, received from Alan Chapman, shall be at your sole risk, and Alan Chapman assumes no
responsibility for any errors, omissions, or damages arising. Users of this website are encouraged to
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confirm information received with other sources, and to seek local qualified advice if embarking on
any actions that could carry personal or organisational liabilities. Managing people and
relationships are sensitive activities; the free material and advice available via this website do not
provide all necessary safeguards and checks. Please retain this notice on all copies.
The terms 'activist', 'reflector', 'theorist', and 'pragmatist' are from a learning styles model developed
by Honey and Mumford, and as such might be considered protected IP if used in a certain context.
David Kolb's work is of course also intellectual property, belonging to David Kolb. You must judge
for yourself whether your usage is 'fair use' and/or whether you need to seek permission from David
Kolb. See www.businessballs.com/aboutus.htm for more details about usage.
© David Kolb original concept relating to Kolb’s learning styles model, and Alan Chapman 2003-
2013 review and code and diagrams artwork.
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Factors that influence learning and motivation
Numerous factors can have a significant influence on a trainee's learning and motivation during
the OJT process. Instructional technologists should consider these factors as they develop OJT
guides. OJT instructors should be familiar with and use these factors to improve their delivery of
training.
Prerequisites
Trainees are more likely to learn something new if they have satisfied all the prerequisites. Past
learning may be the most important factor in determining success or failure in learning. Completion
of prerequisite tasks should be documented by the instructor's signature(s) on the OJT checklist.
Meaningful
A trainee may be motivated by relating to previous experience, future goals, interests, and values.
Explain to the trainee how this subject relates to the job, his/her previous experience, and how this
increases his/her potential for advancement. The trainee should then be able to see a direct link
between OJT and the job.
Positive Conditions and Consequences
A trainee is more likely to continue learning if the conditions during instruction are made as
pleasant as possible. Instructors should be aware of and try to minimize any negative conditions to
which a trainee may be exposed.
The following negative conditions are often associated with OJT:
Trainees may be bored if the instructor does not tailor the training to the individual trainee.
Teaching material that the trainee already knows, or that is not meaningful, will contribute to
boredom. (Pre-testing and exceptions to training may minimize this factor.)
Trainees may be frustrated by being given OJT when they have not completed prerequisite
training.
Trainees may be subjected to unpleasant physical conditions. Extreme heat/cold, radioactive
contamination, high noise levels at the job site (exposure to these conditions may be minimized
by the use of a mock-up or simulator followed by limited time at the actual job site), and
distractions such as the presence of peers during OJT may contribute to unpleasant physical
conditions.
Trainees may be hurt emotionally. The instructor should make positive comments, avoid making
comparisons to other trainees, and never ridicule the trainee's efforts. Trainees need to be
rewarded (positive reinforcement) for their efforts; at first for doing the task nearly correctly, and
after proficiency is gained for doing the task correctly.
Open Communications
A trainee is more likely to learn if OJT is structured so that the instructor's messages are open to the
trainee's inspection.
To improve open communications the instructor should:
Clearly state the terminal and enabling learning objectives. The learning objectives tell the
trainee exactly what is expected of him/her.
Point out relationships. Give cues and prompts to the trainee to be sure he/she understands what
has been said.
Avoid using technical terms without explaining them to the trainee (do not assume that he/she
knows).
Talk about a system or component of that system at the location of the item if possible. Make full
use of being at the job site to stimulate as many sensory inputs (sight, sounds, smell, touch) as
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possible. Make sure the trainee can see and hear everything that is explained and demonstrated as
it takes place.
Ask the trainee questions to verify comprehension. Open communication is a two-way street--the
trainee should also feel free to ask the instructor questions.
Modelling
This is the very foundation of on-the-job training. The instructor provides a model performance for
the trainee to emulate. It is very important that the instructor presents the material in the proper
sequence and observes all applicable procedures and safety requirements. The trainee will emulate
improper performance just as readily as proper performance. Therefore, the instructor must perform
the task correctly.
Active Appropriate Practice
Learning is more likely to take place if the trainee takes an active part. OJT is an active hands-on
process. Practice should be as similar to the actual job task as possible.
6.10 How to Prepare for Coaching
Activity 1B will start you thinking about the type of information you need from your trainee to help
you plan the coaching.
Finding out trainee information
Aim : To develop your ability to collect relevant information from a trainee which will help you to
plan your approach to their coaching.
Activity 1B
Complete the following checklist on yourself. From the information received, what objective
opinion can you form about the person to be coached and what potential problems can be seen.
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Work history to date:
Time in current job:
Previous training undertaken:
Type (work returner, recently unemployed, etc. and character (lively, reserved, confident, etc.):
Special needs or requirements:
Supplementary activity A : Hissing information
Evaluate the information you have obtained from the checklist and see if you can identify any other
relevant information that may be of help to you when planning the coaching. Write your thoughts in
the space below
Supplementary activity B : Means of collecting the information
Although you would usually obtain the information directly from the trainee through a guided
discussion, think about what other sources could be used to obtain the information. Write you
thoughts in the space below.
Review of activity 1B
In order to accurately identify any possible coaching needs, the following information about the
trainee would prove useful:
their previous work history either within the company or prior to joining the company.
their time in their current job and any progress they have made or when they are due to start their
new duties.
any previous training they have undertaken and when.
the type of trainee - e.g. recent school leaver, returning to work after a career break, etc..
the character of the trainee - e.g. lively, reserved, anxious, confident, etc.
any special needs they might have - e.g. physical disabilities, literacy/numeracy problems, etc.
Where can I obtain this information?
from the trainee, through an initial assessment and guided discussion.
from the trainee's supervisor/line manager or from personnel and training records.
Having covered the "who" the next step is to cover the "why".
Activity 2B will help you to understand what kind of information a trainee wants from you about
the coaching they will be undertaking.
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What information the trainee expects from you
Aim: To identify the type of information a trainee might require about the coaching they will be
undertaking.
Activity 2B
Try to remember being back at your senior school and about to start a new subject. Now write a list
of questions or worries you might have about the new subject. Use the space below to record your
ideas.
Review of activity 2B
Hopefully, your teacher introduced the new subject in such a way as to allay any fears or questions
you might have had. Similarly, it is important that you create a trainee's interest in learning because
if they are interested in what they are doing, they will pay attention and hopefully, learn effectively.
Creating a trainee's interest in often done by explaining the following details to them:
what the aim of the coaching is and what it will cover.
how the coaching will fit into the trainee's career or employment plan.
what the value of the coaching will be to the department or section where the trainee works.
any preparation work they may have to do prior to coaching.
any additional work that may have to be done in the trainee's own time, such as reading.
what will be expected in terms of improved performance or skills after the coaching.
who they can turn to with any worries they may have about the coaching being undertaken.
what support and monitoring will be available from their supervisor / line manager and yourself
during their coaching.
how the coaching will be evaluated following completion of the programme.
An example of a pro-forma for Creating Trainee Interest can be found at Appendix 2.
What will the coaching consist of?
Although occupational standards of competence exist for most industries, they are not detailed
enough to be used as a learning programme. They are however, very useful as a checklist for
identifying what has to be learned and can be broken down into prepare, carry out and complete.
The starting point for most checklists is a listing of tasks and sub-tasks carried out by the job holder
and arranged in the sequence in which they are performed. Even though the trainee may be able to
undertake some of these activities already they should be included in the correct sequence and
confirmed by you as the trainee progresses.
An example of this listing is to take the activity relating to single filleting of round fish. A checklist
for coaching may look like this:
There is always more to learn about the job than just being able to perform a number of tasks. It is
often the sort of information that an experienced operative knows without thinking. This can
include knowledge of the reasons why something is carried out a certain way, the consequences of
error, etc. The way to approach this is to ask the following question about each activity, "What
knowledge is required to do the job properly?" An example of this, as part of 'carry out filleting':
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The amount of detail within checklists depends upon the complexity of the task or the requirement
for a procedure to be accurately followed. In the case of single filleting of round fish, the checklist
for trimming could be expanded as follows:
As well as preparing a coaching checklist, it is also important to develop a series of questions to
check that the trainees knowledge base is sound. Before allowing a trainee to fillet therefore, you
would need to confirm that they know which knife to use, expected yields, methods of handling the
fish, etc. This can be achieved by asking a series of questions, which usually start with the words
'state', 'list', 'describe', 'explain', etc.
Examples could include:
State the effects of using a blunt knife to fillet.
List the types of knives used to fillet round fish.
Describe how jagged edges, belly lining, blood spots or stray bones can affect the quality of the
fillet.
Explain how you should minimise waste when filleting.
Having covered the "who", the "why" and some of the "what", it is important at this stage that you
understand the benefits of stating learning objectives for your coaching sessions and then matching
coaching methods to your objectives. Activities 3B and 4B will help you to understand a bit more
about this.
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Writing learning objectives
Aim: To identify the content of learning objectives and practise writing them.
Activity 3B
Look at the Single Filleting of Round Fish checklist at the start of this section and write in the space
below, two statements which describe what you want the trainee to be able to do. These statements
will form the learning objectives.
To help you, the first part of the statement has been provided
On completion of the task, the trainee should be able to:
1
2
Review of activity 3B
It is very rare for a trainee to achieve something unless you can effectively plan and direct your
efforts towards that end. The most common method of doing this is to set training or learning
objectives to reflect the intended outcome of the coaching, i.e. what you want the trainee to be able
to do at the end of the coaching. These objectives usually consist of three basic elements:
The terminal behaviour - what the trainee will be able to do at the end of the session, such as
'single fillet a round fish'.
The conditions - limitations under which the trainee has to work, such as 'whilst conforming to
standards of health, safety and hygiene'.
The standards - the level of competence required, such as 'more than 50% yield within an
acceptable time limit'.
When setting objectives, it is helpful to remember to produce SMART objectives, i.e.
Specific
Measurable
Attainable
Realistic
Timed
Now try supplementary activity A, below, which should help you to see what a learning objective
looks like.
Supplementary activity A : Writing practice
Having read the review of activity 3B, above, complete the learning objective for a coaching
session on filleting fish. If you are really stuck, the answer is below.
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Answer to supplementary activity A
'At the end of this session the trainee will be able to single fillet a round fish using the appropriate
knife whilst conforming to standards of health, safety and hygiene to produce an edible fish yield of
more than 50% within an acceptable time limit'.
(Individual organisations will replace 'appropriate' and 'acceptable' with their own standards).
Hopefully, you now have some more understanding of learning objectives. Activity 4B will take
this understanding and allow you to explore some of the principles behind the selection of different
learning activities.
Matching coaching methods to objectives
Aim: To identify principles for deciding which type of coaching method will meet the objectives of
your session most effectively.
Activity 4B
Choose from the following list of options below, the method(s) which would seem most appropriate
for each of the coaching sessions described below.
Write the method(s) against the appropriate session (below) in the space provided.
Exercise - method of developing principles, procedures and attitudes in a simulated manner.
Activity - way of applying principles, procedures and attitudes in a practical manner.
Presentation - way of imparting knowledge, both verbal and written, in a structured manner.
Demonstration - showing and explaining a task or activity.
Instruction to group - giving procedural information on a specific topic to a group of people.
One-to-one coaching - to provide on-going individual instruction and advice on a task. A Guide
to Coaching in the Workplace
Matching methods to objectives
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Review of activity 4B
Each of the methods is suited to different purposes and it is an important skill to be able to choose
the appropriate method for a given objective. There is no one right method for the various situations
but a number of factors need to be taken into account when making the choice. Some of these are
highlighted.
The location of the coaching session will depend upon the type of coaching taking place and
whether it is being carried out on or off-the-job. If the coaching taking place is away from the
workplace, i.e. off-the-job, a 'quiet' room should be used. This could range from using a designated
training room to using someone's office when they are out.
If the coaching being undertaken is in the workplace, i.e. on-the-job, you should ensure that the
environment is as conducive as possible for learning to take place. This involves try to avoid a noisy
environment or one with constant outside interference. It is also useful if a quiet space could be
found nearby so that the trainee could be taken to one side when detailed or complex matters have
to be explained, or feedback on their performance given.
Regardless of where the coaching takes place, it is vital that all the necessary equipment and
materials are to hand and in good working order. It may help you to prepare a detailed list of all that
is required and ensure that it is available when the coaching begins.
It is possible that you may need to adapt or modify your coaching content and method of delivery to
meet particular trainees' special needs.
When should the coaching take place?
This question relates to all time factors which affect the coaching, such as the date the coaching will
begin, the period over which the coaching will take place and how the coaching time will be
allocated.
The start time for coaching needs to be established because as previously explained, there is a
considerable amount of preparation to be done prior to the coaching sessions. As you become more
experienced, the preparation time will become a lot less.
The period over which the coaching will take place also needs to be thought about. The time
involved in coaching will have to be balanced against the production time lost through coaching.
There is no definitive answer, however, when preparing your learning objectives, it may be helpful
to be realistic about the time required for the trainee to achieve competence.
Finally, the time allocation of the coaching needs to be considered. It may be that a block of weeks
or a specific number of days (or half-days) are allocated for coaching. Alternatively, certain tasks
may only be done on certain days at certain times, therefore, careful planning may need to be
carried out to match the task to the coaching requirement.
How do I prepare the trainee for learning?
Before beginning the coaching, you need to put your trainee in the right frame of mind for the
learning to take place. This involves using some of the information recorded on the 'pro-forma for
Creating Trainee Interest'. To put your trainee at ease, establish a rapport and create an incentive to
learn by explaining what the coaching will consist of, the value of the coaching to the trainee and
asking the trainee if they have any special requirements or needs.
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6.11 Listening – An Essential Communication Skill
"The opposite of speaking is not listening. The opposite of speaking is waiting!"
This saying make sound like a joke, but it has an uncomfortable amount of truth in it. Most of us
like the sound of our own voices and we have to consciously make an effort to really listen.
Listening is an essential element in the art of good coaching. It involves concentrating on the trainee
and then making a suitable response. You need to listen so that you hear what the trainee is really
telling you.
You should not just be waiting for a chance to have your own say.
Part of being a good listener is being able to judge whether the speaker wants you to respond
verbally. There are other ways of giving encouragement.
Listening techniques
Certain responses from you will aid communication by making the trainee feel that they are
Being understood. You will not find it hard to recognise any of them. The real problem is in using
them effectively with trainees. This requires practice and patience.
Now try doing Activity 1C (below) which sets out some key listening techniques, the purpose of
each and how to use them.
Listening Techniques
Aim To develop your understanding of different listening techniques and some of their uses
when preparing a trainee for coaching.
Activity 1C
On the checklist below, list as many examples of listening techniques as you can find.
You could also use the checklist to analyse a television interview with a politician. See how both
sides behave and whether they ever employ anti-listening techniques!
Checklist for listening techniques
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Review of activity 1C
Now that you have looked at some listening techniques and their uses, try to do Activity 2C which
gives you the opportunity to think about what a good listener does and what they should not do.
The Effective Listener
Aim: To develop your understanding of what a good listener should and should not do.
Activity 2C
List as many things as you can think of that might accurately complete the following two sentences.
Use the space below to record your thoughts.
A good listener does . . .
A good listener does not . . .
Review of activity 2C
A good listener does . . .
choose surroundings where the trainee feels comfortable.
makes supportive eye contact (not too intense).
use encouraging body language.
shows interest.
repeat key words.
ask open-ended questions.
make sure that uncertainties and inaccuracies are cleared up.
repeat the trainee's views to help clarify them.
notice differences between the trainee's verbal and non-verbal messages.
make sure that the trainee has a chance to speak as much as required.
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A good listener does not . . .
appear bored, impatient or hostile.
talk down to others.
disbelieve, make light of, or laugh at.
jump to conclusions before the trainee has finished.
pass judgement.
talk too much.
make distracting gestures.
interrupt.
fill a silence too quickly.
ask lots of questions when the trainee is thinking about what to say next.
seem to favour one or two members of a group or take sides with the group against an individual
member.
How to help put the trainee at ease and establish rapport?
What sort of questions could I ask to help put the trainee at ease and establish rapport?
Areas of information about the trainee you may find useful to ask include the following:
Has the trainee just come from a busy and demanding job?
Has the trainee been under stress or encountered any problems in their work, prior to the
coaching, which may cause them concern?
Has the trainee had to travel to attend this session and if so, what was the journey like?
Has the trainee had a break before beginning the coaching?
Does the trainee need the toilet and/or refreshments and do they know where those facilities are?
How do I prepare myself to conduct the coaching?
It is just as important for you to be ready to conduct a coaching session as it is for the trainee to be
ready to receive the learning. It has been found that trainers who are also involved in day-to-day
operational work, sometimes feel that having to fit in a coaching session for someone else is at least
an interruption or at worst, an imposition. The result of this can be a hasty and incomplete session,
lack of attention to the trainee's needs and possible impatience and anger if the trainee is slow to
learn.
Your readiness, therefore, is a key factor and it may help to consider the following factors:
Have I reached a point in my own work where I can run a coaching session without worrying
about something that is outstanding?
Do I feel enthusiastic about the coaching or do I need to have a short break, calm down, catch my
breath, have a drink, etc.?
Would it help if I freshened up a bit?
Do I look neat and tidy or am I dressed properly (personal protective clothing, etc.) and do I look
like the experienced worker that I should be?
Has everyone been told that I am running a coaching session?
Do relevant members of staff know when I shall be available before and after the session?
Have I made clear the circumstances in which it is appropriate to interrupt?
Does everyone know the importance of the coaching sessions?
Having now thought about the ways and means of preparing both you and the trainee for the
coaching session, the next step is to look at how to introduce a coaching session.
Try doing Activity 3C (below), as it will give you some ideas on what needs to be covered in the
introduction.
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6.12 Introducing The Coaching Session
Aim: To develop your understanding of what needs to be included when introducing a coaching
session.
Activity 3C
Under the following headings, write a brief sentence stating what benefits if any, you see of
including these when introducing a coaching session.
Revision/review of previous learning
The topic to be coached
Establishing trainee's existing level of skill and knowledge
The context of the session
The objective of the session
Motivating the trainee to learn
Structure and timing of the session
The ground rules
Explaining any jargon or technical language
Showing a finished article or outcome
Review of activity 3C
Revision/review can be used to focus the trainee on what has been previously learned. This could
be a summary of what had been covered, the key points that were learned or the identified
weaknesses that required further practice.
The topic needs to be stated, so that the trainee can concentrate and focus attention of the new
tasks.
Establish trainee's existing level of knowledge and skill in order to establish a starting point for
the session and to save time if the trainee can already carry out parts of the task. Initially, the level
can be ascertained by questioning the trainee to confirm their level. If it appears that they have the
necessary skills and knowledge to do the task, confirm their competence by allowing them to carry
out the task and by asking questions to test their underpinning knowledge.
The context of the session may have to be explained as not every session follows on naturally
from the previous one and it is sometimes difficult to see how the session fits into the overall job.
By linking the content of the previous session to the current session and to the session that is to
follow, you will hopefully show the trainee the relevance of the topic.
The objective of the session and the means of confirming the trainee's competence need to be
clear to both you and the trainee.
Motivating the trainee to learn is often the most difficult part of the coaching process. Usually,
the subject matter itself is enough to motivate however, on occasions incentives need to be offered.
These may include explaining that:
- work will be easier or done more quickly.
- carrying out the task could provide evidence towards the achievement of a vocational
- qualification such as the Food and Drink Manufacturing Operations SVQ or NVQ.
- the skill gained can be used in other contexts.
- appreciation will be shown by other staff and customers.
- there may be cash or promotional incentives available.
If the task itself is part of a job that no-one is keen on doing, there is little point in trying to
convince the trainee that it is a most exciting task. If you try to do this, it could lead to your
credibility as a trainer being called into question. Be honest about the tediousness of a job, but also
tell them why the task has to be carried out and what might happen if the task was not carried out
correctly.
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Interest is essential for attention and attention is essential for learning and memorising facts and
information, i.e.
Interest in learning can be created by:
INTEREST + ATTENTION = LEARNING
- giving the trainee realistic but stretching tasks.
- offering variety.
- giving responsibility.
- making the learning enjoyable.
Structure and timing needs to be explained to the trainee with regard to how the session will be
presented and how much time will be spent on the different parts of the coaching. This is usually
the best time to state what you will be doing, explaining and demonstrating, what the trainee will be
expected to do and any details of the testing or assessment to be carried out. This will help prepare
the trainee and make them feel more comfortable about the session.
Ground rules with regard to the observation of safety rules and procedures need to be
emphasised to the trainee at the outset. Other ground rules might include telling the trainee when
they can ask questions and any other procedures that need following.
Jargon and technical language that may be used during the coaching needs explaining to the
trainee, prior to the session. The trainee also needs to be made aware that they should ask you
about any term they may not be familiar with.
Showing a finished article or outcome, if appropriate, will help the trainee to understand what
they are being asked to achieve by the end of the coaching.
Having now thought about the ways and means of preparing and introducing the coaching session,
the next step is to carry out the demonstration.
Try doing Activity 4C as it will give you some ideas on what needs to be covered during the
demonstration of a task.
6.13 Demonstrating The Task
Aim: To develop your understanding of what needs to be included when demonstrating a task as
part of a coaching session
Activity 4C
The way in which you apply different techniques and methods of learning is likely to vary
depending on whether the task being coached is manual (e.g. how to fillet, how to lift correctly,
etc.), or procedural (e.g. fault finding, form filling, etc.). Regardless of the task however, there are
several general features of a good demonstration.
Under the following headings, write a brief sentence stating what the benefits are of including these
features in a demonstration.
Positioning of the trainee
Relating words to action
Stressing key points
Avoiding irrelevances/backtracking
Stressing Health and Safety factors
Pacing information to meet the trainee's need
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Review of activity 4C
Positioning of the trainee - in a number of tasks your body or hands may obscure the vision of the
trainee. It is important that the trainee is positioned correctly, with a clear view of the task. It is also
important to:
- avoid mirror imaging.
- ensure you check right/left handedness.
- check the height of any equipment you might be using.
Relating words to actions - the trainee may have difficulty relating your words to your past
actions, therefore you will need to:
- match words to actions.
- speak clearly and audibly.
- vary tone and pitch of voice.
- avoid verbal/non verbal distractions.
- use level of language appropriate to the trainee.
- listen.
- moderate language in response to listener's special needs.
Stressing key points - key points are critical to the correct performance of the task. Key points
relate to factors which can affect quality, quantity, safety or speed of working. Methods of stressing
key points include:
- inflection in the voice.
- repetition.
- giving reasons for actions.
- using memory aids, such as information sheets, diagrams, etc.
Avoiding irrelevances/backtracking - you must make the distinction between backtracking (going
over old ground and wasting time) and recapping (emphasising/stressing key factors). Backtracking
can be minimised by the use of a session plan, coaching aids, etc.
Stressing Health and Safety factors - when identifying key points or essential information to be
passed on to the trainee, it is important that all potential Health and Safety factors are included.
Pacing information to meet the trainee's need - not everyone absorbs information at the same
speed so it is important to ensure that:
- the instruction is presented in easy stages.
- frequent breaks are introduced.
- as many of the trainee's senses are appealed to as possible.
- the trainee's understanding is constantly checked.
The next few pages contain useful information on demonstrating both manual and procedural tasks.
Demonstrating a manual versus procedural task
What is the difference between demonstrating a manual and procedural task?
Some features of demonstration are more specific to learning manual tasks, these include the use of
senses, rhythms, work pieces and examples.
Senses can be used to help the trainee to experience the standard that must be achieved, for
example, the texture of a mixture, the taste of a product as different ingredients are added, the sound
of a piece of equipment, the weight of materials, accuracy of measuring instruments, the
temperature of raw materials.
Some manual jobs have a rhythm to them, for example, the style of filleting - first one side, then the
other, skinning fish, adding ingredients, etc. These rhythms are usually picked up by the trainee
when personally doing the job, as opposed to being taught.
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Many manual tasks result in some visible outcome or end product and the use of work pieces and
examples can be useful in allowing the trainee to see what they have to produce, for example,
seeing a correctly v or j-cut fillet.
Learning a procedure involves acquiring an understanding of the sequence of steps that make up a
particular task, together with the knowledge and mental or physical skill associated with each step.
Procedural tasks can include such activities as inspections, fault finding, maintenance, form filling,
inputting data into a computer.
As procedural tasks require a greater step-by-step approach, some different demonstration
techniques are needed. One such technique involves coaching the trainee to learn fixed-order
sequences, from which no deviation is permitted, for example, the sequence of steps in replacing a
worn out piece of equipment or inputting data on to a spreadsheet. Learning procedures therefore,
involves you demonstrating the whole task, explaining as you go along any appropriate points of
importance and then going through the task again but encouraging the trainee to talk through or
explain what actions are required at each step.
With both types of tasks, there is usually a need for a number of facts or stages, that need
committing to memory. One method is to make the relevant information fit a 'mnemonic', the initial
letter of each activity or fact is used to form a familiar word or phrase which can act as a memory
jogger.
For example 'INTRO' could be used to remind you of the key elements of an introduction to training
session:
Interest
Need
Title
Revision
Objectives
Another 'mnemonic' has already been discussed in the section dealing with preparation - 'SMART
objectives'.
A further technique to help the trainee retain memory is to provide handouts or visual aids of the
task, which will form a permanent reminder to the trainee until such time that they no longer need
them.
You should now have a bit more understanding of how to demonstrate a task as part of a coaching
session.
The next section looks at how you monitor your trainee's progress towards competence.
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6.14 Monitoring Trainee’s Progress towards Competence
What is involved in the process of monitoring?
Having demonstrated the task to the trainee, you now have to monitor the trainee doing the task.
There are three aspects to the monitoring process:
Encouraging the trainee to attempt the task.
Encouraging the trainee to locate mistakes if considerations of safety and cost allow you to do so.
Giving the trainee constructive feedback on their performance during the task.
How to monitor the trainee after demonstrating?
Why is it important to monitor the trainee after demonstrating?
Having carried out a demonstration of the task, you now have to watch, question and listen to the
trainee carrying out the task in order to:
- prevent bad/unsafe habits forming.
- check the trainee's understanding of the demonstration.
- check the trainee's retention and understanding of related knowledge.
Now try Activity 1D and Activity 2D which will help you understand a bit more about some of the
factors that need considering when observing a trainee's progress.
6.15 Being Observed
Aim: To develop your understanding about some of the factors that need considering when
observing a trainee's progress.
Activity 1D
Think of two occasions in your past when you were observed by a trainer, carrying out a task and
you felt under pressure.
Write down in the chart below:
1. your feelings as you remember them.
2. what your trainer might have done to lessen your stress.
OCCASION 1 OCCASION 2 .
How I Felt How I Felt
My stress could have been lessened by: My stress could have been lessened by:
Review of activity 1D
There are a number of ways that you can lessen the pressure on your trainee.
These include:
putting the trainee at ease by maintaining a supportive attitude throughout the process.
checking the trainee's understanding of the standards of performance against which they are
being monitored.
checking their understanding of the coaching process.
discussing with them any special requirements they may have.
respecting their right to disagree with what the trainer proposes and explaining the options open
to them.
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Should a trainee disagree, the options may be:
postponement of the monitoring.
seeking another trainer.
referring the trainee to a third party for advice.
Now try Activity 2D which covers some other issues around observing a trainee.
6.16 Monitoring Progress By Observation
Aim: To develop your understanding about some of the factors that need considering when
observing a trainee's progress.
Activity 2D
Consider the following issues related to good practice in monitoring a trainee's progress and write
your conclusions in the space provided below.
How would you ensure that:
- you monitor only the stated standards of performance?
- your presence as an observer does not disadvantage your trainee?
- your presence does not disturb the activities of others who are not taking part in the session?
Review of activity 2D
You have probably identified the following good practice points for the first question:
a checklist based on the standards of performance being monitored is used.
trainee's readiness for being monitored is checked.
For the second question, you might have included:
trainee is put at ease and briefed about the monitoring procedure.
remain as unobtrusive as possible throughout the observation.
you do not help or hinder the trainee in any way.
For the third question, you might have thought of:
consulting others who may be affected by the observation and securing their agreement.
How to monitor the trainee’s performance?
Apart from observing the trainee, how else can I monitor the trainee’s performance?
Analysing any errors that the trainee makes to see if the cause can be attributed to anything that
may have been misunderstood or not seen clearly and decide how the problem can best be put
right.
Intervening, when necessary, to help the trainee to complete the task effectively. There are a
number of occasions when intervention may become necessary. These include:
- cueing the trainee when something is about to happen (e.g. shortage of raw material).
- prompting or reminding the trainee to do something (e.g. using the correct knife).
- stopping the trainee when danger is imminent (e.g. un-guarded machinery).
- preventing the trainee doing something which would mean them starting all over again (e.g.
mixing the wrong ingredients).
The alternative to intervention is to allow the trainee to make an error from which a lesson could be
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learned. There is nothing wrong with allowing trainees to learn from their mistakes as long as these
errors are neither dangerous nor potentially costly.
Encouraging the trainee with the occasional word of praise or confirmation that the trainee is
making satisfactory or good progress. This can be a strong motivator and can spur a trainee on to
greater efforts.
Now try doing Activity 3D, which looks at some of the features of constructive and non-onstructive
feedback
6.17 Constructive Feedback
Aim: To develop your understanding about some of the features of constructive and
non-constructive feedback.
Activity 3D
Think of two occasions in your past when you have received feedback from someone else. This
could have been formal or informal and not necessarily related to education or training. Write down
on the chart below, the actual words used as you remember them.
Try to identify whether you felt the feedback was constructive or non-constructive.
CONSTRUCTIVE OR
NON-CONSTRUCTIVE
CONSTRUCTIVE OR
NON-CONSTRUCTIVE
Review of activity 3D
OCCASION 1 OCCASION 2
You will probably have identified a number of aspects of the feedback you received which
determined whether it was constructive or non-constructive. A trainee's performance will only
continue to improve if they are allowed to practise the task and be told how well they are
performing.
Feedback is a way of learning more about ourselves and the effect our behaviour has on others.
Constructive feedback increases self-awareness, offers options and encourages development so it
can be important to learn not only how to give it, but also how to receive it. Constructive feedback
does not mean only positive feedback because negative feedback, given skilfully, can be very
important and useful.
Destructive feedback is feedback which has been given in an unskilled manner which leaves the
trainee simply feeling bad with seemingly nothing on which to build or options for using the
learning.
Generally, constructive feedback has the following seven factors:
Start with the positive - most people need encouragement and to be told when they are doing
something well. When offering feedback, it can really help the trainee to hear first what they have
done well in, e.g. "I really liked how you positioned the knife to maximise the yield!" As our culture
tends to emphasise the negative, the focus tends to be on mistakes more often than strengths. In a
rush to criticise a trainee, you may overlook something that you liked.
Finally, if you highlight the positive performance first, any negative comments are more likely to be
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listened to, and acted upon, i.e. you remember best what you heard last!
Be specific - try to avoid using general comments which are not very useful when it comes to
developing skills. Statements such as "You were brilliant!", or "It was awful" may be pleasant or
dreadful to hear, but they do not give enough detail to be useful sources of learning.
Try to pin-point what the person did which led you to use the label "brilliant!" or "awful", e.g. "The
way in which you held the fish as you turned it over was exactly right", or "Leaving that amount of
flesh still on the bone was caused by using a blunt knife". Specific feedback gives more opportunity
for learning.
Refer to behaviour that can be changed - it is not likely to be helpful to give a trainee feedback
about something over which they have no choice, e.g. "I really don't like your face/height, etc." is
not offering information about which the trainee can do very much. On the other hand if the trainee
was told "Think more about your attitude" or "It would help other trainees if you co-operated a bit
more," it might give the trainee something on which to work.
Offer alternatives - if you do offer negative feedback, then do not simply criticise but suggest
what the person could have done differently. Turn the negative into a positive suggestion, e.g.
"Although you stored the raw materials in the wrong place, I think if you had looked at the floor
plan more closely you would have seen the correct location for it".
Be descriptive rather than evaluative - Tell the trainee exactly what you saw or heard and the
effect it had on you, rather than merely something that was 'good', 'bad', etc. For example, "Your
request to the supervisor for more raw material really made me feel that you were worried about
running out" is likely to be more useful than "That was good!"
Own the feedback - it can be easy to say to the trainee, "You are ....", suggesting that you are
offering a universally agreed opinion about the trainee. In fact, all we are entitled to give is our own
experience of that person at a particular time. It is also important that you take responsibility for the
feedback you are offering. Beginning the feedback with "I" or "In my opinion" is a way of avoiding
the impression of being the giver of 'generalised judgements' about the trainee.
Leave the trainee with a choice - feedback which demands change, or is imposed heavily on the
trainee may invite resistance and it is not consistent with a belief in each of us being personally
autonomous. It does not involve telling a trainee how they must be to suit us. Skilled feedback
offers trainees information about themselves in a way which leaves them with a choice about
whether to act on it or not. It can help to examine the consequences of any decision to change, or
not to change, but does not involve prescribing change.
Now try doing Activity 4D, which will enable you to evaluate feedback and if necessary, suggest
constructive alternatives.
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6.18 Evaluating Feedback
Aim: To develop your understanding about some of the features of constructive and nonconstructive
feedback.
Activity 4D
For each example of feedback below, state whether you felt it was constructive, unhelpful or
non-constructive. Where you feel it is unhelpful or non-constructive, try to suggest an alternative
which is constructive.
- Feedback Given
- Type of Feedback
- Alternative suggested
That’s not right, you’re getting to be lazy again, aren’t you?
Everything is wrong, you’ll have to start again.
You pin-boned and skinned that fish really well. Well done!
I didn’t like the way you held that knife, it looked awkward.
Review of activity 4D
Although there are no correct answers to this activity, only suggested alternatives, you must always
bear in mind the following seven features when giving feedback:
1 Start with the positive.
2 Be specific.
3 Offer alternatives.
4 Encourage the trainee to be involved in the feedback.
5. Own the feedback.
6. Adapt to the trainee's needs and level of competence.
7. Leave the trainee with a choice.
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6.19 How Do I Consolidate The Trainees Learning
It is just as important to consolidate or conclude a coaching session as it is to introduce it properly.
Many a good coaching session has been introduced perfectly but tended to fall flat or drift away at
the end. Each individual coaching session needs to be neatly rounded off, in order that both you and
the trainee feel comfortable with what you have done. As with other elements of the coaching
process, there are certain points to a good consolidation of a coaching session.
Providing a final summary draws everything together that has been said and done by both you
and the trainee. During the summary it is often useful to highlight questions the trainee may have
asked, difficulties that might have been met and to re-emphasise critical points that could result in
serious consequences if not carried out correctly.
Measuring the trainee's level of achievement against the targets or outcome they have been set,
will give the trainee some sense of fulfilment. It is important to re-state what the objectives were
and to either tell the trainee whether they have achieved them or to ask the trainee if they feel that
they have achieved the targets.
When objectives have not been met, you need to provide the trainee with constructive feedback
and plan a way to move forward. This might involve some remedial work, further practice or in
some extreme cases, discontinuing the coaching.
Reinforcing the motivational message, which was given at the outset of the coaching, is a useful
method of enabling the trainee to develop a positive attitude to learning the task, especially if the
value and importance of the task has been stressed as well as the consequences of any errors.
Looking forward to what is going to be learned next not only keeps the sessions in context but
provides a little more motivation.
Not introducing new material is very important at the consolidation stage, as consolidation draws
together the threads of what has been done. Although it might be tempting to provide a preview of a
further session, there is a danger in focusing the trainee's attention away from the session which
has just been completed.
You should now have a bit more understanding of the full coaching process and some ideas of how
to carry it out in your workplace.
6.20 What next?
Understand and familiarise yourself with the Industry Occupational Standards for those working
in the Sea fish industry.
Identify those, or further, activities as advised within the manual.
Carry out the activities.
Evaluate your performance and understanding of the coaching practice.
If you would like to go further and gain the nationally recognised Training and Development Lead
Body (TDLB) qualification for Coaching or another training qualification you need to contact:
who will provide you with further information.
Seafish Training, Sea Fish Industry Authority,
Seafish House, St. Andrews Dock,
Hull HU3 4QE Tel: 01482 327837
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6.21 The Coaching Process - Appendices
EXAMPLE OF A PRO FORMA FOR INITIAL ASSESSMENT
Name of trainee:............................................. Date of birth:..............
Work history to date:
Time in current job:.......... Date due to take up new duties:...........
Previous training undertaken:
Type and character of trainee:
Special needs or requirements:
EXAMPLE OF PRO FORMA FOR CREATING TRAINEE INTEREST
Name of trainee . . . . . . . . . . . . . . . . . Subject being covered
What is the aim of the coaching and what it will cover:
How will the coaching fit into their career or employment plan.
What will the value of the coaching be to the department or section where . . . . . . . . . . . . . . . . . they
currently work:
What preparation work might they have to do, prior to coaching:
Additional work that may have to be done in the trainee's own time, such as reading:
What will be expected in terms of improved performance or additional skills after the coaching:
Who they can turn to with any worries they may have about the coaching being undertaken:
What support and monitoring will be available from their supervisor/line manager and yourself
during their coaching:
How the coaching will be evaluated following completion of the programme:
EXAMPLE OF PRO FORMA FOR COACHING SESSION
Task being covered: Location:
Objective of the coaching session:
Equipment and materials required:
TASK
Preparing for the task: (Time to be taken.........)
STANDARD KNOWLEDGE
Carrying out the task: (Time to be taken.........)
Completing the task: (Time to be taken.........)
POINTS TO CHECK PRIOR TO COACHING
The equipment, materials and facilities
Is the correct equipment available and in good working order?
Are the materials suitable for the task to be coached?
Is the location and its facilities conducive to the learning taking place?
The trainee
Has the trainee just come from a busy and demanding job?
Has the trainee been under stress or encountered any problems in their work, prior to the
coaching, which may cause them concern?
Has the trainee had to travel to attend this session and if so, what was the journey like?
Has the trainee had a break before beginning the coaching?
Does the trainee need the toilet or refreshments and do they know where those facilities are?
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You as the trainer/coach
Have I reached a point in my own work where I can run a coaching session without worrying
about something that is outstanding?
Do I feel enthusiastic about the coaching or do I need to have a short break, calm down, catch my
breath, have a drink, etc?
Would it help if I freshened up a bit?
Do I look neat and tidy or am I dressed properly (personal protective clothing, etc.) and do I look
like the experienced worker that I should be?
Has everyone been told that I am running a coaching session?
Do relevant members of staff know when I shall be available before and after the session?
Have I made clear the circumstances in which it is appropriate to interrupt?
Does everyone know the importance of the coaching sessions?
POINTS TO CHECK WHEN INTRODUCING THE COACHING SESSION
Carry out a revision/review of session
State the topic to be covered
Establish trainee's existing level of knowledge and skill
State the context of the session
State the objective of the session
Motivate the trainee to learn
State the structure and timing of the session
Explain the ground rules
Explain any jargon and technical language to be used
Show a finished product or outcome, if appropriate
POINTS TO CHECK DURING THE COACHING SESSION
Correct positioning of trainee
Relate words to action
Stress all key points
Avoid irrelevances/backtracking
Stress Health and Safety information
Pace the information to meet the needs of the trainee
POINTS TO CHECK WHEN PROVIDING CONSTRUCTIVE FEEDBACK
Start with the positive
Be specific
Refer to behaviour that can be changed
Offer alternatives
Be descriptive rather than evaluative
Own the feedback
Leave the trainee with a choice
SOME GUIDELINES FOR DEVELOPING LEARNING SKILLS
Show that all your trainees have a contribution to make by making sure that you take notice of
their views.
Allow the trainees to do the difficult parts of a task.
Make trainees seek help when they need it by not rushing in with help too soon.
Encourage the trainees to work out problems for themselves by giving them hints or clues.
Allow the trainees time to work something out for themselves by giving them 'pondering time'. If
they feel pushed for time they may become stressed.
Give realistic feedback by giving due praise or critical comment.
Develop the trainees' interest in learning to do things for themselves by discussing with them how
they intend to go about learning something.
Develop the trainees' awareness of how to assess what they have done by encouraging them to
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check their own work and assess it for quality.
Draw up an action plan with the trainees and keep a copy so that there is a framework for
discussion when the trainee is next observed.
Recognise that the way you present something to be learned will directly influence the learning
skills developed by your trainees.
POINTS TO CHECK WHEN CONSOLIDATING THE TRAINEE'S LEARNING
Provide a final summary
Measure the trainee's level of achievement
Reinforce the motivational message
Look forward
Not introducing new material
HO TO COACH
Step 1 – Establish Goals
§ Work with your employee.
§ What are you willing to accept?
§ Focus on behaviour, not emotions or attitudes - you can see behaviour.
§ Ask for employee input – Collaborate.
§ WRITE THE GOALS DOWN!!
Goals should be SMART!
Step 2 – Collect Performance Data
§ Don’t start analyzing/concluding yet – Just COLLECT.
§ Focus on behaviour, not judgments/inferences.
§ Use:
o Personal observation
o Interviews
o Reviews
o Reports
o Feedback
Step 3 – Analyze Performance
§ Did it meet goal?
§ If Not, Why? Training? Knowledge?
Personal? Changes? Technology? Policies? Time?
Step 4 – Review and Modify Goals
§ Checkpoint: You know the goal, and you’ve “seen” the performance.
§ Can we get there? If not, how should the goal be changed?
§ Colaborate!
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6.22 Sources:
DOE HANDBOOK - GUIDE TO GOOD PRACTICES FOR ON-THE-JOB TRAINING
U.S. Department of Energy FSC 6910 - Washington, D.C. 20585
Distribution statement A: Approved for public release; distribution is unlimited.
Manager-Tools.com
Further information on training materials and contact information for local training coordinators can
be obtained from:
Seafish Training
St Andrew’s Dock
Hull
HU3 4QE
Tel: 01482 327837 Fax: 01482 223310
E-Mail Training@Seafish.Co.UK
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7. Coaching Skills for On-the-Job Trainers
IC 9479 - INFORMATION CIRCULAR / July 2005
Department of Health and Human Services
Centers for Disease Control and Prevention
National Institute for Occupational Safety and Health
Information Circular 9479
Coaching Skills for On-the-Job Trainers
By Launa G. Mallett, Ph.D., Kathleen Kowalski-Trakofler, Ph.D., Charles Vaught. Ph.D., CMSP,
William J. Wiehagen, CMSP, Robert H. Peters, and Peter Keating
DEPARTMENT OF HEALTH AND HUMAN SERVICES
Centers for Disease Control and Prevention
National Institute for Occupational Safety and Health
Pittsburgh Research Laboratory
Pittsburgh, PA
This document is in the public domain and may be freely copied or reprinted.
Disclaimer: Mention of any company or product does not constitute endorsement by NIOSH.
Copies of National Institute for Occupational Safety and Health (NIOSH) documents and
information about occupational safety and health are available from NIOSH–Publications
Dissemination.
4676 Columbia Parkway
Cincinnati, OH 45226–1998
FAX: 513–533–8573
Telephone: 1–800–35–NIOSH
(1–800–356–4674)
E-mail: pubstaft@cdc.gov
Web site: www.cdc.gov/niosh
DHHS (NIOSH) Publication No. 2005–146
COACHING SKILLS FOR ON-THE-JOB TRAINERS
Launa Mallett, Ph.D., Sociologist; Kathleen Kowalski-Trakofler, Ph.D., Psychologist;
Charles Vaught, Ph.D., CMSP, Sociologist; William Wiehagen, CMSP, Industrial
Engineer; Robert Peters, Psychologist, Pittsburgh Research Laboratory, National Institute
for Occupational Safety and Health, Pittsburgh, PA and Peter Keating, Senior Training Coordinator,
Pennsylvania Services Corporation, Waynesburg, PA
7.1 Scope of the document
The goal of this document is to describe how to develop or manage an on-the-job training program
so that information is passed on from trainer/coach to trainee efficiently and effectively. By
efficient is meant the best use of time and resources of all those involved in the training process,
and by effective is meant that the trainee truly learns the skills and internalizes the knowledge
needed to perform the job well.
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7.2 Strategy
The coaching-based OJT program strategy is based on a few simple ideas:
A successful OJT program is created in a team environment.
A champion in the company is needed to administer the program.
Supervisors are assigned to oversee the training needs of each trainee. (Note: They do not
necessarily conduct any training.)
OJT trainers use coaching skills as they direct the learning process. Every OJT coach is
given specialized training on teaching and coaching skills.
OJT is conducted based on standardized methods for each job or task.
Management has to create a positive attitude about coaching.
7.3 The OJT Team
The key members of the OJT team are:
A Champion. A champion is an individual who actively promotes the program in the
company. The champion is a strong believer in the benefits of the coaching based OJT
program and, in essence, sells it to upper management and enthusiastically supports its
integration into the company. He or she administers and evaluates the overall program.
The Supervisor. The supervisor manages the action part of the program and is the person
responsible for overseeing the progress of the trainee.
o The supervisor—
o Selects the coaches and provides on-going support for them.
o Determines the training plan for assigned trainees by identifying the knowledge and
skills to be acquired and providing standardized task training materials to the coach.
o Pairs trainees with an appropriate coach or coaches.
o Evaluates the trainee’s proficiency and signs off when training is complete.
o Assesses the coach’s skill in transferring knowledge and skills to the trainee.
o Initiates follow-up for each trainee.
The Coach. The coach does the training. He/she is responsible for organizing and planning
the training, developing a relationship with the trainee, and teaching knowledge and skills
to the trainee.
The Trainee. The trainee is responsible for being an interactive learner, developing a
relationship with the coach, and mastering the material taught.
The primary work team in the coaching-based OJT program is the trainee, the supervisor
assigned to oversee his or her training, and the coach or coaches who conduct that training.
The diagram shows how primary interactions related to the program are expected to progress
in a formal program.
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The relationship between the coach and the trainee is defined in either a written or verbal
agreement. Both individuals understand and are committed to the goals, actions, and timeline of the
process and understand their respective roles and responsibilities.
7.4 Parameters of a structured training program
To establish a structured program, parameters must be set regarding issues such as who will conduct
the training, what material will be covered, and how long training will last. In addition, the
following topics should be considered.
Working with supervisors for successful implementation
Selecting and preparing OJT trainers/coaches
Developing and/or selecting training materials
Setting trainee prerequisites
Evaluating performance
Granting company certification to trainers/coaches and trainees
Implementation of the OJT Program
Evaluating the program
Source: http://businesscasestudies.co.uk/aldi/business-expansion-through-training-anddevelopment/on-the-job-training.html#ixzz2U09B6x44
7.5 Working with supervisors for successful implementation
Supervisors play a key role in this OJT program. They select and review coaches. For each trainee
assigned to them, they develop a plan with the knowledge and skills needed by that individual in
mind. They match trainees to coaches to accomplish the goals set forth in the plans. It is the
supervisor's responsibility to conduct an official evaluation to determine when trainees have
achieved an acceptable level of performance.
Since OTJ is, by definition, taking place at a worksite, even supervisors who are not currently
assigned trainees need to understand the importance of quality training and know how to support
coaches and trainees. All supervisors should know any legal requirements and company policies
requiring employee training before certain tasks can be performed. Training-related paperwork,
even if it is to be completed by another supervisor or a coach, should be explained to all supervisors
so they can review it if they ever have a question about the training status of any employee who
reports to them.
OJT coaches can not be expected to fulfil their original duties at the same level of involvement
while they are engaged in training activities. During that time, part of their job is to teach, not to
produce. Supervisors need to understand how this short-term loss will be a long-term gain for the
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company through increasing the skills of new employees. New employees will become productive
more quickly with effective training.
A difficult situation may be created if the new employee will not report to the coach’s supervisor. In
these cases, it is particularly important that a supervisor believes a training related slowdown will
not have negative ramifications. Supervisors should be positively reinforced for supporting training
that will contribute to overall organizational goals.
Supervisors will be overseeing the OJT worksite. They should communicate their support to OJT
coaches and trainees and explain the importance of the program to their other workers.
If an OJT program is being formalized for the first time, employees who were trained in less formal
ways may not see why a change is needed. If other employees see training as a slowdown or
something that negatively impacts their work, they may become resentful. If the supervisor is aware
that this can happen, he or she is more likely to recognize developing situations and deal with them
before problems become difficult. Regardless of the type of training being provided, supervisors
have to manage new employees and employees who are new to given tasks. An effective OJT
program will make this part of a supervisor's job easier.
The responsibilities of the supervisor include:
Issuing OJT checklists and qualification standards
Pairing trainees with an appropriate coach or coaches (or: Providing the trainee with a list of
coaches qualified to conduct the OJT and/or performance testing)
Providing on-going support for coaches an trainees
Assisting in determining training and task training materials (Ensuring proper documentation of
training and performance tests)
Tracking trainee progress and setting target dates to reach qualification milestones/goals
Evaluating the trainee’s proficiency
Providing program feedback by evaluating the effectiveness of program materials and coaches
Scheduling training to take advantage of unusual or infrequent job-related activities
Assessing coaching skills
Counselling and assigning remedial training as a result of unsatisfactory performance
Maintaining communication with the coach(es) regarding the OJT program and the qualification
progress of individual trainees.
Initiating follow-up for trainees
7.6 Selecting and preparing coaches
The foundation of the program is its coaches. Coaches must know and be able to perform the
jobs they are teaching and also know how to share their knowledge and skills with a novice.
Choosing the right people to be coaches and then giving them the support they need is key to
a successful program.
A coach "is someone who helps someone else (a trainee) learn something that he or
she would have learned less well, more slowly or not at all if left alone." (Chip R. Bell)
OJT trainers are often chosen on the basis of their job experience. However, experts may not be the
most effective teachers because they no longer need to think through each step of each task to do
the job. Instead, they think of the work in chunks or patterns that they have come to recognize or
define during hours of practice. Therefore, they may leave out critical information when explaining
a task to a novice who needs to have every step clearly explained. While an OJT coach should be
competent in the job for which a trainee is being instructed, the person with the most expertise is
not always the best choice.
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A person currently in the position is usually chosen as the trainer, and that person is generally
expected to teach all aspects of the job. However, a supervisor should consider whether another
employee could (or even should) teach some things to those new to a given job. For example, a
mechanic who understands how a machine functions could teach equipment operators. The
mechanic might be in the best position to explain how to do proper inspections and to advise the
new operator about what should be done to keep the machine in good working order. In addition,
using other coaches for parts of a trainee’s experience can lessen the workload on one coach and
give a trainee different perspectives on new tasks.
Job expertise shouldn’t be the only consideration when selecting a coach. Personal characteristics
are also important. James Leach (1996) reports that successful trainers will have “enthusiasm,
humour, flexibility, and tolerance.” In discussions between coal miners and NIOSH staff about what
makes a good trainer, the characteristic of patience was brought up often. Miners also said excellent
trainers care about their trainees. It will be these kinds of qualitative differences that will set
excellent coaches apart from adequate ones.
Selection and Training
The credibility of a training program (and OJT programs in particular) depends on the quality of
the coaches. OJT coaches should be qualified to deliver on-the-job training and/or conduct
performance tests. The selection of OJT coaches is the responsibility of each facility's line and
training management; however, first-line supervisor and senior job incumbents are the
recommended first choices for OJT coaches. OJT coaches should be trained and qualified in
accordance with the guidance in the DOE Guide to Good Practices for Training and Qualification of
Coaches.
Several factors should be considered when selecting OJT coaches. OJT coaches should be
technically competent. They should have the skills necessary to train and evaluate assigned trainees.
Additional factors to be considered when selecting OJT coaches include recognition of
responsibilities, professionalism, maturity, judgment, integrity, safety awareness, communication
skills, personal standards of performance, and a commitment to quality.
The options normally available for selecting OJT coaches are the first-line supervisors and senior
job incumbents or an coach from the training organization. The supervisors and senior job
incumbents are usually SMEs (1) used to supervising or performing the job. As such, they have
first-hand knowledge of the job. An coach from training may well be an expert on training but will
typically not be as knowledgeable or proficient in the specifics of the job as an SME. It is usually
better to train the supervisor or senior incumbent to be an effective coach than to train the coach to
be a job expert. When OJT is conducted and evaluated using facility equipment, the coach must be
qualified to perform the task.
(1) Subject Matter Expert (SME) is an individual qualified (or previously qualified) and experienced
in performing a particular task. A subject matter expert may also be an individual who by education,
training, and/or experience is a recognized expert on a particular subject, topic, or system.
OJT coaches should receive coach training in advance to allow sufficient time to develop
coach competency prior to working with trainees. When coaches have not yet attained the required
instructional qualifications or only instruct occasionally, training quality may be maintained through
mock training exercises and appropriate supervision and assistance.
All OJT coaches should be given the opportunity to enhance their technical competency and
instructional skills. Continuing training that is based on periodic coach performance evaluations
should be provided to all qualified coaches. Coach evaluations should include direct observation by
training and operations supervision during training sessions, and should address technical
competency, coach skills, and overall effectiveness in facilitating the trainee's achievement of the
learning objectives. Both announced and unannounced evaluations are appropriate.
Some of the characteristics that make a good coach are (Leach, 1996)
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Responsiveness: Expresses interest in trainee, is a good listener, has good communication
skills, accommodates individual differences, maintains relaxed
manner, is receptive to questions.
Enthusiasm: Is energetic, optimistic, prepared, willing to commit time.
Humour: Able to incorporate humour in personal and real-life examples during training.
Sincerity/honesty: Takes every question seriously and doesn't pretend to know the answer if
they don’t.
Flexibility: Able to eliminate, adjust, or alter material during training according to trainees'
needs and/or time constraints.
Tolerance: Able to accommodate different personalities and learning styles; accepts
constructive criticism and doesn't take it personally.
Although no one seems to question how important technical expertise is for the OJT trainer,
possessing a high level of expertise can actually hinder one’s ability to effectively share his
or her knowledge with a trainee (Johnson and Leach, 2001, p. 426).
In addition to expertise and personal characteristics, he or she must also know how to coach. Often
this requirement is overlooked in OJT programs. While selected employees may become great OJT
coaches by trial-and-error, they will become effective more quickly if given assistance in learning
and mastering teaching skills. One way to do this is through 1-day workshops that incorporate adult
education principles and allow teaching/coaching skills to be practiced.
Although OJT trainers may have highly developed skills in their area of expertise, they are likely to
have little awareness of the procedures and strategies that will make them effective trainers
(Johnson and Leach, 2001, p. 427; see also Williams, 2001).
Employees selected as OJT coaches should be told what is expected of them and what they will get
in return for taking on this role. Teaching can be intrinsically rewarding, but it can also be stressful.
Since the OJT coach is a productive employee, he or she may feel pressured to continue producing
at the same rate even when activities are being added to a workday. It is not possible for the
individual to do both things at the same time with 100% efficiency and attentiveness. The
production rate for the OJT coach will decrease when they are training, and they should be
reassured that the coaching job is important and worth spending time to do well. It is likely,
however, that OJT coaches will continue to be productive employees in terms of their original jobs
as well as in their new roles. It is appropriate that they be given recognition and/or rewards for their
extra efforts. In an effective OJT program, coaches know they are respected and appreciated.
7.7 Trainees' role in on-the-job training programs
Trainees’ responsibility in the relationship
Trainees must be active participants in a coaching-based OJT program. They need to understand the
importance of coaching and how it will benefit them. For the trainee-coach relationship to succeed,
the trainee must be ready to learn, open to communicating honestly, and respectful of his or her
assigned coach. Trainees who commit to the relationship and see training as an opportunity to
increase their skills will be most successful. Supervisors should communicate trainee roles to each
of them before training starts.
Setting trainee prerequisites
Some level of basic knowledge, and sometimes skill, is required before learning any new job. The
prerequisites to the job should be determined and documented as part of the OJT program.
Formalizing the prerequisites will give everyone an understanding of what is minimally expected of
someone new to a given job. Trainers will be provided with a starting point, and trainees feel more
confident knowing they have met certain standards. If trainees do not meet the prerequisites, what
additional knowledge or skills they need before OJT begins will be clear.
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Evaluating trainee performance
It is important to have some system in place to determine whether trainees have gained the
knowledge and skills required to do the new job. Such a system should be thorough enough to
gauge trainee success accurately, but not too cumbersome to use with ease. One method is to design
checklists including each important task and/or subtask that should be reviewed.
Checklists can be compiled while training content is being defined. It can be used as a guide to key
points to be made during training, as well as an evaluation tool as training progresses.
One caution when setting up an evaluation system is that coaches and trainees must not think that
"fully successful" is the only acceptable level of task performance. If that becomes the norm,
trainers are likely to conduct an evaluation only when they are sure this goal will be met.
A successful evaluation system allows trainees to learn from less-than-perfect performances and
progress to eventual success in each task or subtask.
Supervisors should evaluate the performance of trainees and have final sign-off responsibility.
Successful training cannot take place, however, without the coach assessing performance either
formally or informally as training progresses. Additional people who might evaluate trainees are
other employees who have expertise in the job for which workers are being trained or safety
department employees. However, no matter who evaluates trainees, the same method should be
used each time. Trainees should always know who will be evaluating their performance and what
knowledge and/or tasks will be reviewed.
Granting company certifications to trainees
Certification can be a means of identifying employees with given knowledge and skills.
Certification is useful when a quick assessment of people who can do certain tasks is needed.
If a company certification system is put in place, however, a decision must be made as to whether
individuals currently in the job will be certified or whether those individuals should be evaluated in
the same manner as new workers who are taking specific training.
If a certification program is put into place, then OJT coaches should become certified before
teaching others. Coaches then have the experience of going through an evaluation from a
trainee’s perspective and a chance to become familiar with the training process. In addition,
certifying OJT coaches demonstrates to trainees that the coaches have proven their abilities in the
job being taught.
One way to reward coaches is to institute an OJT coach certification. Certification would identify
individuals who have been selected and prepared to conduct training. Preparation would include the
content of the given job along with teaching and assessment skills. If the organization certifies
employees as coaches, then training is less likely to become a “follow Joe around” experience.
Once certified, however, the individual must be offered resources and support to be successful.
They should also be given opportunities to improve their skills through additional education or
refresher sessions. Another advantage to certification programs is that supervisors will know a
certified OJT coach is qualified to prepare an inexperienced employee for a new task.
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7.8 Developing and/or selecting training materials
Teaching guides give coaches and trainees road maps for activities. Guides also increase the
consistency of training between different OJT coaches and document what is being taught.
The guides should be selected and/or developed with the input of OJT coaches, supervisors,
maintenance personal, and safety professionals (or representatives) and tested to confirm they are
appropriate for a specific workplace. "To keep things simple, [the] trainer [coach] and trainee
guides should be, for the most part, identical. They should both list all of the tasks addressed by the
structured OJT program" (Blair, 2001).
While the basic information in coach and trainee guides should be the same, some different
information should be added to each one.
An additional item I recommend including for each task in the trainer [coach] guide is a statement,
or paragraph, listing areas to cover, or stress, when teaching the task. This is also a good place for
any other task-related suggestions you might want to add. Corresponding items can also be placed
in the trainee’s guide to help them concentrate on the same salient points as the trainer (Blair,
2001).
The job is not over when the training material has been developed or selected and is in use.
Periodic review will ensure that the guides still match the organization’s training needs.
Coaches, trainees, and supervisors should be asked to report their suggestions for changes or
updates to the guides. If they individually make changes, their ideas will not be shared with other
company OJT coaches. The result will be inconsistent training across the organization.
Training guides also need to reflect changes in equipment, procedures, regulations, and policies.
7.9 Implementation of the OJT Program
Implementing an OJT program involves evaluating the knowledge and skills of trainees entering an
OJT program to determine if they meet the entry-level requirements for that specific OJT program.
When trainees enter the OJT program, they need to learn how the program operates and what will
be expected of them. They should be provided with an OJT checklist, a qualification standard, and
other supporting self-study materials.
Key factors in successful OJT instruction and performance testing (implementation) include:
The learning objectives should be clearly understood by coach coach and the trainee
The standards for successful completion of the training should be clearly understood by both the
coach and the trainee
The coach should have the knowledge and the ability to instruct and evaluate the trainee in
accordance with the learning objectives and performance tests
The training and the performance tests should be documented to meet training record requirements
and to provide feedback to the training program.
NOTE
Personnel previously qualified at other facilities who have satisfactorily completed training
programs with comparable content and performance standards may be granted an exception from
portions of training on a case-by-case basis. Exception from training should be based on a review of
their previous training records, personal interviews, and may include a pre-test based on the
objectives stated for the training program. Pre-tests readily support exceptions from training when
the trainee can demonstrate mastery of specific learning objectives. Pre-test results may also
provide useful data to justify modification of an OJT program based on common strengths and
weaknesses.
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7.10 Evaluating the program
The evaluation phase of performance-based training takes place to determine the effectiveness of
training programs and to identify program changes that may be required.
Evaluation should be integrated into the program as it is designed and implemented. No matter how
confident anyone is in the program, some form of ongoing review is needed to confirm what is
going well, what is not going well, and what improvements can be made.
Line management should be actively involved in the evaluation of an OJT program's effectiveness.
Line management's observation of facility activities that reflect improving or declining job quality
and efficiency are a very important source of feedback for training, especially for an OJT program.
An OJT program's content should be continuously monitored and revised as a result of changes
affecting policies and/or procedures, system or component design, job requirements, regulatory
requirements, and industry guidelines or commitments. Facility and industry operating,
maintenance, and safety experiences should be monitored to identify employee performance
problems.
If training related employee performance problems exist, the solution may involve repeating
portions of the analysis, design, and development activities and revision of existing materials.
Because of the work and cost involved, the decision to modify the training program should first be
based on safety considerations and then on a cost versus benefit basis. To ensure that programs
remain effective and efficient, management's concurrence on all programmatic changes should be
required.
The evaluation process itself does not have to be costly or formal, but it should be comprehensive.
The table shows some types of information that can be included in a program evaluation.
Everyone with knowledge about the program and a stake in its success should be included in the
review to some extent. Key sources of information about how the program is working include
trainees, coaches, supervisors, and employees working with individuals who have completed the
training. The simplest technique is to talk informally to people about the program. More formal
methods, such as questionnaires or group interviews, are also worthwhile, but depend on the
resources of the program and the importance of the skills being taught.
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Even when a program is evaluated and found to be highly successful, it should continue to be
reviewed over time. New people become trainers, new supervisors are hired, and the subject matter
itself can evolve as changes take place in the work environment and/or the worksite.
Thus, training materials and processes should be reassessed and revised periodically so the OJT
program continues to be successful.
7.11 Summary
A coaching-based OTJ program requires commitment from all levels of the organization
Trainees must be open to learning; coaches must be interested in teaching and trained to do it well;
supervisors must coordinate and review the activities of their assigned trainees and the coaches
working with them; and all managers must support the goals and methods of the program.
Each program will improve over time. Today’s trainees will learn about coaching relationships and
be trained using methods that adhere to adult learning principles. These employees will have a head
start when it is their turn to take on the roles of supervisor and coach in the future.
7.12 References
- Blair, P. (2001). Tips- Structured OJT, http://pages.prodigy.net/pblair/intro.htm, Pete Blaire and
Associates.
- Johnson, S. D., and Leach. J.A. (2001). Using Expert Employees to Train on the Job, Ch. 3 in
Advances in Developing Human Resources 3(4), pp. 425-434.
- Leach, J.A. (1996). Distinguishing Characteristics Among Exemplary Trainers in Business and
Industry, in Journal of Vocational and Technical Education 12(2), pp. 7-11.
- Wiehagen, B., Conrad, D., Friend, T., and Rethi, L. (2002). Considerations in Training On the-
Job Trainers, in Strategies for Improving Miners’ Training, Robert Peters (editor),
- NIOSH Information Circular 9463, U.S. Department of Health and Human Services,
- Center for Disease Control and Prevention, Nat. Inst. of Occup. Safety and Health, pp. 27-34.
- Williams, S.W. (2001). The Effectiveness of Subject Matter Experts as Technical Trainer,
- Human Resources Development Quarterly 12(1), pp. 91-97.
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8. Guide To Conducting A Coaching Skills
Workshop For On-The-Job Training
8.1 Goal of this Workshop
The goal of this workshop is to teach experienced miners how to be effective at passing on what
they know to miners new to their jobs. It gives prospective OJT trainers the rationale and tools
needed to become effective coaches and an opportunity to learn and practice strategies for
successful coaching. By the end of the workshop, trainers will have a clearer understanding of their
role, know how to prepare for teaching someone a new job, and know where to get needed
resources.
8.2 Objectives
Instructional objectives are the cornerstone of successful instruction. When written well, they
enable you to identify appropriate content for your instruction, organize your instruction the best
way possible, and create tools to accurately determine if instruction is achieving your goals (Mager,
Robert F. (1997) Preparing Instructional Objectives: A Critical Tool in the Development of
Effective Instruction, 3rd ed. Atlanta, GA: CEP Press.)
Once upon a time a Sea Horse gathered up his seven pieces of eight and cantered out to find
his fortune. Before he had travelled very far he met an Eel, who said,
"Psst. Hey bud. Where ya goin’?" "I am going out to find my fortune," replied the Sea Horse
proudly.
"You're in luck," said the Eel. "For four pieces of eight you can have this speedy flipper, then
you'll be able to get there a lot faster."
"Gee, that's swell," said the Sea Horse and paid the money, put on the flipper, and slithered
off at twice the speed. Soon he came upon a Sponge, who said,
"Psst. Hey bud. Where ya goin’?” "I am going out to find my fortune," replied the Sea Horse.
"You're in luck," said the Sponge. "For a small fee I will let you have this jet-propelled
scooter so that you will be able to travel a lot faster."
So the Sea Horse bought the scooter with his remaining money and went zooming through
the sea five times as fast. Soon he came upon a Shark, who said,
"Psst. Hey bud. Where ya goin’?" "I am going out to find my fortune," replied the Sea Horse.
"You're in luck. If you take this short cut," said the Shark, pointing to his open mouth, "you'll
save yourself a lot of time."
"Gee, thanks," said the Sea Horse. He zoomed off into the interior of the Shark and was
never heard from again.
The moral of this fable is that if you're not sure where you're going, you're liable to end up
some place else.
Good instructional objectives describe the learner's performance—what the participant will be able
to do at the end of the instruction. Performance outcomes identified in the objectives should be
smart: specific, measurable, acceptable (attractive), realistic and timed.
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Coaching Program Objective: The workshop participant will be able to coach an employee during
training. Success will be measured by management acceptance or approval of the OJT progress
review as signed by the coach. The review stipulates that the employee is ready for duty.
8.3 Unit Objectives:
At the conclusion of this workshop, the participants will be able to
Unit I
Self-assess their individual readiness for coaching as measured by completion of the
coaching readiness self-assessment and
Articulate the definition and characteristics of a coach as measured by the ability to name
three qualities of a “super” coach and three deficiencies of a “blooper” coach.
Unit II
Demonstrate an understanding of the coach/trainee relationship as measured by an ability to
discuss the “three Cs” (communication, collaboration, and commitment) that make up a
coaching relationship,
Demonstrate good communication skills (specifically good listening skills, good
questioning skills, and knowledge of appropriate feedback) as measured by (1) the
translation of closed-ended questions into open-ended ones and (2) completion of the
communication skills summary, and
Describe, in classroom participation, the role of coach, trainee, supervisor, and company.
Unit III
Demonstrate an understanding of how adults learn as measured by completion of the "Adult
Learners" activity,
Demonstrate an understanding of effective coaching as measured by completion of the
"Effective Coaching" activity,
Demonstrate, through classroom participation, an understanding of effective assessment in
the learning process, and
Demonstrate, through classroom participation, a familiarity with how to complete a
coaching checklist.
Unit IV
Unit V
Demonstrate the ability to prepare a training outline by completing all parts of the
"Preparing a Training Outline" activity.
Demonstrate skill in using the principles of adult learning in a class exercise through
participation in the "Practice Coaching" activity, and
Demonstrate coaching skills in classroom role playing to be measured by use of the
OJT observer form.
Unit VI
Evaluate the training through discussion during the review of the day and by completing the
coaching skills workshop evaluation.
Field tests and technical reviews show that participants are likely to ask questions that have no
clear-cut answers. For example, they may ask what to do about trainees who aren't really interest in
being trained. This question and others like it can't be given set answers because trainee selection
methods and other program details vary by organization. Time should be allowed during the
workshop to discuss these concerns, with due consideration of the context in which the coaching
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will take place. Other topics, such as motivation, interest, abilities, and attitude, should be open to
discussion during the workshop.
8.4 Workshop Topics
The agenda below lists suggested topics and recommended times for a 1 day workshop.
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8.5 Pre-class Preparation
The workshop can be conducted in any classroom or conference room with adequate space for
participants to break into small groups. Seating should allow class discussion and small group
activities. A projector is useful to show slides. Flip charts may also be helpful during class
discussions and small group activities. Each trainee should be given a trainee workbook to use
during the workshop and to take as a reference.
Items on the following checklist should be taken care of before each session.
Date/time set
Room scheduled
Equipment available (projector, computer, flip-charts, other _________________ )
Materials (pre-class reading, workbook, extra forms for activities, slides)
Participants notified of date, time, and location of workshop
Pre-class reading material distributed to participants
Managers/supervisors notified about workshop as needed
Food/drink arrangements made
Upper-level manager prepared to give opening remarks.
If possible, the article “On Teaching and Learning: An Important Distinction in My Learning to
Fly” by George Semb should be distributed to participants before the workshop. If this is not
practical, then copies of the article should be handed out as trainees arrive, and they should be given
time to read it before the workshop starts.
An upper-level manger should give brief opening remarks. He or she can welcome the group and
explain why the company or organization supports the training. A suggested outline is given on the
next page to help the manager prepare his or her remarks.
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8.6 Workshop Evaluation
It is very important to obtain feedback about the effectiveness of the workshop. At the end of each
workshop, the coach(s) should carefully review participants’ evaluations (included in the trainee
workbook) and make changes to the class as needed. Later on, after participants have begun
practicing their coaching skills on the job, it is important to obtain additional feedback. Ideally the
feedback should come from the coaches, the employees they are training, and the supervisors of
these employees
8.7 Coach’s Notes for Coaching Skills Workshop for OJT
Consider these notes suggestions and use them as a starting point from which to tailor the workshop
to individual class needs.
8.8 Welcome and Introductions
- This section sets the stage for the workshop.
- Make introductions and describe the plans for the session.
- Start with the manager’s opening remarks.
- Be sure trainees understand why the workshop is being offered.
- Tell the class that they should make notes they think might help them.
Lead a brief discussion about training and learning at the worksite. Refer to the pre-reading article
(“On Teaching and Learning: An Important Distinction in My Learning to Fly” by George Semb)
and trainee experiences.
Ask trainees write what they expect to get from this workshop. Discussing expectations will let you
know what trainees are thinking about the workshop and will give you an opportunity to correct any
misconceptions they may have. You can also define what will and will not be covered.
Ask trainees to complete the OJT Coaching Pre-assessment (cfr annex). Have them fill out the form
for this workshop on Coaching. Explain that they should think about coaching broadly. For
example, in question 2 include experiences in the community (soccer coach, Little League, Boy
Scouts, volunteer organization leadership, fraternal organizations such as Elks, VFW, church
activities, parenting) and any other experiences they have had teaching someone to do something.
One goal of this activity is to increase confidence by showing that most all adults have some sort of
“coaching” experience.
Point out that it can take workers a long time to
learn new tasks by trial and error. It is often
possible to significantly reduce this time by
providing structured On-the-Job Training. This
graph illustrates how structured jobsite training
accelerates the learning curve. Not only does it
accelerate learning, it often reduces risks and
costly mistakes that can result in serious injury,
production downtime, or increased levels of
maintenance. Variability in the performance of
critical tasks can compromise performance.
Structured OJT, coupled with effective coaching,
reduces the variability in workers’ performance of
critical tasks, and moves them well beyond minimum levels of acceptable job performance.
When workers learn new tasks by trial and error or the “Following Joe Around” methods, one can
expect them to make more errors and to take longer to achieve an acceptable level of performance.
Workers who are taught by an effective program of structured OJT coupled with good coaching can
be expected to learn more quickly, and to exhibit less variability in task performance. This latter
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approach to training requires small time investments in the short run. However, the long run
benefits are often well worth this initial investment.
The graph above and related information was taken from the following document.
Wiehagen, B., Conrad, D., Friend, T., and Rethi, L. (2002). Considerations in Training On-the-Job
Trainers, in Strategies for Improving Miners’ Training, Robert Peters (editor), NIOSH Information
Circular 9463, U.S. Department of Health and Human Services, Center for Disease Control and
Prevention, National Institute of Occupational Safety and Health, pp. 27-34.
8.9 Unit 1: What is a Coach?
This section defines a coach and explains why learning coaching skills is important for someone
conducting OJT.
Discuss their technical expertise and how they will be better able to share their knowledge and skills
after they participate in this workshop.
Emphasize that practicing their coaching skills after the workshop will help them improve as OJT
trainers.
Use Coach Holtz’s words to kick off a discussion about ability as only the starting point for being
able to do a job well.
Good coaches are motivators and instil good attitudes in their trainees.
Fun Facts:
Under the leadership of Coach Lou Holtz, the University of South Carolina football program
achieved a high level of success and respect. In Coach Holtz’s first five-years, USC accomplished
several firsts in the program’s 110-year history, including the following.
• Winning two consecutive New Year’s Day Bowl games (2001, 2002 Outback Bowls)
• Finishing with top 20 national rankings for two straight years (19th in 2000 and 13th in 2001)
• Ranked in the national polls for an entire season (2001)
• The most victories in consecutive seasons (17 from 2000-01)
• Record-setting home attendance (82,614 average in 2001 and 82,138 in 2002)
• Most national television appearances in a three-year period (18)
• Most players (11) to sign NFL contracts in one season (2002 and again in 2003)
“Once in a while you have to take a break and visit yourself.” Audrey Giorgi
Self-assessment determines
Your strengths
Things you can work on to improve your success as a coach
Ask trainees to complete the self assessment form in unit1.
When everyone is finished, discuss the form.
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Refer trainees to Unit 1 for this discussion.
Point out that each box is related to the questions in the corresponding box on the form they just
completed.
This activity can be started individually or in small groups.
Bring the class back together to discuss the positive and negative characteristics the trainees have
recognized in their past coaches.
You may want to put the positive list on a flip chart and hang it on the wall for later reference.
WWIFM? - What is in it for me?
Have each trainee write an answer to the question.
Some examples are:
- Improving the skills of my work team;
- Learning ways to teach my children new skills;
- Gaining respect in the organization.
Facilitate a discussion of what the workshop participants can gain from becoming OJT coaches.
Summarize this unit by defining a coach and reviewing characteristics of a good coach.
8.10 Unit 2: The Coach/Trainee Relationship
A coach must create a learning environment for the trainee. This section discusses the relationship
needed between coach and trainee.
Establishing a relationship is the first step in the process of coaching. See Unit 2 for discussion of
the three C’s: communication, collaboration, commitment.
Techniques to establish the three C’s: Listening, Observing, Questioning, Rephrasing
Communication
Communication needs to move through four stages. Sometimes the process goes quickly and at
other times it is slow and deliberate.
Step 1: Exchanging information leads us to want to know if our message was received and
understood. Therefore, we move to the next step in the process.
Step 2: Ensuring understanding. There are techniques you can use to determine if the listener not
only received your message but understands the message and its intent.
Step 3: Establish Trust and Belief. The listener must not only understand what is said, but also
believe it.
Step 4: Commitment to Action. Often, in the communication process, all that we have to go on is
the listener’s statement of what they will do. That is why it is called a commitment to action and not
just an action. We have to listen for the commitment. If it is not forthcoming you may need to probe
to find out why.
Discussion Point: What happens if the listener understands, but doesn’t trust or believe that what
was said is reasonable or the right thing to do?
Understanding does not always come easily. It is the result of skill and effort.
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Communication is an exchange between two parties. In teaching, emphasis needs to be placed on
trying to see each point from the learner’s point of view instead of only trying to make him or her
see things your way.
“Seek first to understand, than to be understood. Next to physical survival, the greatest need of a
human being is psychological survival: to be understood, to be affirmed, to be validated and
appreciated. Listening provides this, for it provides ‘psychological air’.”
This is a quote from Covey. Ask trainees what they think Covey means by psychological air.
The answers will be varied. This discussion will lead to a short comment on validation on the next
slide.
val·i·date
1. a :to make legally valid
b : to grant official sanction to by marking
c : to confirm the validity of (an election); also : to declare (a person) elected
2 : to support or corroborate on a sound or authoritative basis synonym see CONFIRM
(Webster’s Dictionary)
Listening
Listening engages the heart of a person. Engage the heart and you can then engage the mind.
When you listen carefully to another person, you validate them. Once the need for validation is met,
others are open to listen to you. It is then you can focus on influencing them or solving problems.
Problem Solving begins with listening.
Good listeners
Review good listener skills in unit 2.
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Nonverbal behaviour is important to note. One study found 93 percent of a message is sent nonverbally,
with only 7 percent through what is actually said.
Have trainees write down some forms of nonverbal communication.
Example: frequent eye contact communicates interest and confidence.
Asking Good Questions
Have trainees think about themselves in social setting approaching someone they know. Ask them
how often their conversation begins with a question.
Lead a discussion about why this is so. (starts an exchange of information, shows interest, captures
interest, etc.)
Types of Questions
Tell the class there are two types of questions.
Ask them if they know the difference between a closed-ended and an open-ended question.
Closed-ended - short/set answers
Open-ended - more detailed/varied response
Both are useful in certain situations.
Definitions.
Closed-ended questions usually result in a yes or no answer
They usually begin with a verb: do.., is…, could …, would …, should …, will…, shall …
Example: “are you ready to move to the next step?”
Open-Ended questions help evaluate trainee’s understanding and establish strengths and concerns of
the trainee.
Begin with: how …, why …, when …, where …, what …, who …, which …, if …
Example: “what additional information do you need in order to move to the next step?”
Quickly call on participants and have them ask you a question starting with the key words do,
is, can, etc. Move from person to person quickly.
Continue having participants ask questions now using the key words how…, why…, etc.
(answer briefly, but not with yes/no answers)
Discuss how these questions force more information than the closed-end ones.
Open-ended questions help a coach collect information about the learner’s background, experience,
and progress.
Lead a brief discussion on why open questions would be better in a coaching environment.
Giving Feedback
The purpose of feedback is
To reinforce corrections
To point out actions that need to be corrected through further practice
As coaches, the skilful use of feedback to learners is important in letting them know how they are
doing, answering questions, and dealing with their concerns.
Discuss the tips for giving constructive feedback listed in Unit 2.
Explain there are different types of feedback that coaches can learn to use.
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Praise:
Praise let trainees know how well they are doing.
Use sincere praise to create a more constructive atmosphere
Discuss what is meant by the term sincere praise?
Clarifying:
1. Restate what you heard the trainee say
2. Listen for confirmation that what you are saying is correct.
3. Encourage trainees to tell you if you are right or wrong.
Restate the trainee’s original statement in more specific terms. Example, “What I hear you saying
is…”.
Give a specific example or restate what was said in general terms.
When you restate you do not clarify what the other person means, but what it means to you.
Boomerang Question:
Redirect a question back to the learner
Example: “That is a good question. What do you think ought to be done in that situation?”
Tell the class that there are times when they will be asked questions that they know should be
answered by the trainee. They shouldn’t be afraid to bounce it back to them.
Caution them not to throw all questions back to the trainee, but to evaluate each one to determine
the benefits of redirecting it.
Effective Coaches:
- Give plenty of timely positive feedback
- Give negative feedback privately
- Accept criticism without becoming defensive
Review the importance of giving feedback.
Introduce the idea of giving feedback at the right time and place.
Explain that feedbacks can be learned and can improve with practice.
Explain that there are different levels of feedback that can be useful in different situations. Review
related information in unit 2.
Informal Feedback: Given as issues arise
Formal Feedback: Given at specified times
Break the class into small groups to review the communication skills discussed in this section.
Have them answer the question in unit 2.
Have the groups report their answers to the class. Answer any questions related to communication
skills.
Responsibilities
End this section by explaining that a coach will use communication skills to fulfil a number of
responsibilities.
Discuss the responsibilities of the coach listed in Unit 2.
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Coach’s Responsibilities include:
- Assessing trainee knowledge and skills
- Organizing and planning training
- Develop relationship with the trainee
- Teaching knowledge and skills
- Evaluating progress
- Suggesting changes needed to the program
Each coach must interact with a team which includes trainees and managers/supervisors for a
successful OJT program to function.
Discuss the responsibilities of the supervisor, and trainee listed in unit2.
8.11 Unit 3: Coaching Adults
Adults learn differently from children.
Research has taught us some characteristics of adult learning.
o Adults respond best to learning that is active and experienced-based.
o They like learning they can relate to on the basis of their own experiences.
o Unlike children, adults are experts in their own right in specific areas.
o This expertise needs to be recognized and may be used to meet the learning goal.
o Adults are real-life centred and desire practical problems, example, and descriptions from real
life.
- Adult learners are task-centred and
problem-centred.
- They are quick to focus on a
problem and so are solution-driven.
- Adults have personal training goals.
They may be skill-seeking and in training to
acquire a new job skill.
- Sometimes an adult will be
motivated by the pleasure and satisfaction of
learning something new or by camaraderie
of interaction.
- Other times an adult will be
motivated by the resultant increase in pay or
certification at the end of the class.
Knowing a trainee’s motivation will help in coaching that individual.
Adults are independent, self-directed learners.
Methods should be used to guide the trainee to learn in a way and at a pace comfortable for him or
her.
Examples:
Self-directed: allow trainees to say when they are ready for an assessment of their skills
Experience-based: use examples from a trainee’s off-the-job interests like sports
Practical: ask the trainees questions about applying new information to a specific task
Problem-centred: explain at what point during a work process a new skill would be used
Goal-oriented: ask the trainee his/her career goals and discuss how this training fits
The coach should motivate or arouse the trainee's interest in the training session. An adult likes to
see a direct link between his/her job and the skills and knowledge presented during the training. To
help to establish this link, the trainee needs answers to the following questions:
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o What's in it for me (WIIFM)?
o Why do I need to learn this?
o When will I use this information?
o How will I use this information?
The Cone of Learning
Basically, more is remembered when training is
active and closer to the actual task being
trained.
Simply telling the trainee what to do is much
less effective than involving them in the
learning process.
Coaching is a planned process.
While it may be more or less formal and
structured, it does not happen effectively
without thought going into how it will be done.
Example of planned coaching:
“helping daughter pass written driver’s
licensing test.”
Goals: pass the written driver’s test
Content: the state driver’s study book
Delivery: reading and discussion
Assessment: practice tests and the state
administered exam
Remediation: discussion of materials related
to questions missed
Evaluation must be part of an effective coaching
program. The formality and structure of assessment
varies across programs
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8.12 Unit 4: Preparing a Training Outline
A training outline helps a coach to cover all the key points when teaching and assessing.
If all coaches at a workplace teach from the same outline, then everyone new to a task will
learn to do it the same way. This makes working together later easier.
A practical training outline:
♦ Makes sense to experience workers
♦ Is a natural way of thinking about the job
♦ Is useful for chunking the job into parts that can be taught and evaluated
♦ Is at a level of detail that is useful for the trainee and the trainer
How to Make a Training Plan:
Source: http://www.wikihow.com/Make-a-Training-Plan
Edited by Arete, Blizzerand, Teresa, Lillian May and 7 others
Step1:
Set the objectives of the training.
Example: "The training goal is to provide training to ----------- on the --------- machine. The trainee
will learn skills on the Health & Safety aspects of the machine and how to set and run the machine."
Ask yourself these questions to help set the right objective.
- Is it to train your employees on a new skill or
- Is it to refresh them on things which they already know but don’t perform too well on?
- What do you plan to achieve after the training is done?
- How are you going to assess if the training has met its objectives?
Step 2:
Who are you going to train?
Are the trainees’ new employees (which means they will be learning a whole new skill set) or old
employees being refreshed on a certain skill set?
Step 3:
Once you have decided who needs to be trained and why, you then need to get suitable training
material to suit the objectives of the training.
E.g. if you are going to train old employees in better customer service skills then you need to get a
training program related to the kind of customer service you expect.
Step 4:
It’s important to pick the right kind of training program as the success of your training depends on
it. You can either make your own training program or buy the material for your company.
Step 5:
Fix the schedule.
This is the next most important part of a training plan as it cost both time and money to train people.
You would have to see if people can be spared from their regular work to be trained. If they are new
employees then you need to check how long it is going to take to train them before they can start
work.
It's better in the long run to make sure that all your employees are properly trained rather than
spending lesser time in training them just to meet a day’s or week’s target. If you want to train
employees but cannot spare them from their everyday work then you may need to schedule the
training time after or before work hours. Of course this may not make the employees too happy.
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Step 6:
Now that you have you the people, the program and the time it’s time to set your plan into action.
Tips
Make sure that you send out the training plan to all the participants well in advance so that they
don’t miss the training.
For classroom training training handouts and stationary like pens, notepads, post its etc need to be
kept ready before the training can start.
Type out your training plan on MS Word or Excel so it's a lot more organized.
Why do you need a training plan?
Source: http://www.sdtf.org.pg/
Skills Development Trust Fund
A training plan helps you to:
• organise the training course
• record the details of the training course
• apply for approval and / or funding to run the course.
Before you can develop a training plan, you first have to identify training needs.
The training plan is what you need to do to deliver training to meet these needs.
How to develop a training plan
To develop a training plan it is important to follow these seven steps.
1. Write a course title
2. Select a trainer
3. Write a learning outcome
4. Write a session plan
5. Write a training time table
6. Determine total resource needs
7. Calculate total resource cost
1. Write a course title
The training course title should be a statement that describes what the course is about. It must be
consistent with the identified training subject.
Examples of good course titles
- How to perform on the job training
- What every ojt coach should know about skills training
Examples of bad course titles
- Coaching: (much too general: is this an article about life coaching, executive coaching, ...
- is it a user guide, a workbook, ...?)
- On The Job Training: (still too general: is the document a training program for ojt or a
handout for a specific training need?)
2. Select a trainer
It may be a good idea to design a checklist to select a trainer for your training course:
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Example:
Criteria ----------------------------------------------------------------------------------- rating 1 2 3 4 5
TRAINING
Technical experience (has executed the job himself)
Training experience
QUALIFICATIONS
Has completed a "train the trainer" course
KNOWLEDGE
Technical knowledge
Knowledge of trainees, department, company, ...
SKILLS
Technical Skills (know the job through and through)
Training Skills (is able to train a group of people, to communicate and provide helpful feedback.)
PERSONAL
Trainer's fee
Availability
3. Write a Learning Outcome
A learning outcome is a statement that tells the trainees what they should be able to do at the end of
the training course. It must be consistent with the course title.
Example
For the course title "Making mango jam to improve your income", the learning outcome might be:
"At the end of this training course trainees should be able to make mango jam to sell at the local
market."
Learning Outcomes are goals and, like all goals, should be defined as smart goals: specific,
measurable, attractive, realistic and timed.
Use this checklist when writing a basic learning outcome:
The learning outcome has a verb
The learning outcome is measurable
The learning outcome is consistent with the course title
Example of good learning outcome:
Course title: Sewing a meri blouse to earn an income
Learning outcome: At the end of the course trainees should be able to sew a meri blouse for sale at
the market using a manual sewing machine.
4. Write a session plan
A session plan are the outline that will be used by the trainer during training. It includes all the
information needed by the trainer including content, resources and timing.
The content should be organised so that it gives the training session structure and to ensure
information is covered in a way that helps trainees to learn.
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Follow these steps to write a session plan:
a) List tasks.
The learning outcome states what trainees must be able to do as a result of the training. To organise
the training list the tasks that must be done to achieve the learning outcome.
- Tasks must include a verb
- Tasks are measurable
- Tasks are necessary to achieve the learning outcome
- Tasks are listed in a logical order
b) List steps for each task
- Steps are what it takes to complete a task.
- Just like tasks, steps must include a verb and be measurable.
- They are necessary to complete the task and are listed in a logical order
c) Write instructions for quality and safety
- Mention quality and safety norms that must be respected.
- Warn for "banana peels"
d) List training resources needed for each task
- raw materials
- equipment
- tools
- learning materials (work books, handouts, ...)
- stationary items (whiteboard pens, pins for pin board, charts, overhead projector, ...)
e) Allocate times for training each task.
Allow time to for theory, demonstrations, group-discussion, practice and exercises and evaluation
5. Write a training timetable
A timetable helps you to show how the training course will be organised. It shows what tasks will
be covered in the training each day.
Follow these steps:
a) Decide which day of the week the training course should start.
b) Decide what time of the day training should start and finish.
c) Add in times for breaks such as lunch, and morning and afternoon tea.
d) Add an introduction into each day’s program.
e) Transfer the steps you plan to cover from session plan for each day of training using
the times allocated to each from your session plan.
f) Add a conclusion at the end of each day’s program.
What should be in the introduction and conclusion?
Introduction
Begin each day of training with a short introduction. In your introduction you should:
• outline what you are going to be doing during the training
• tell the trainees the learning outcome
• provide motivation to trainees to learn.
Conclusion
End each day of training with a short conclusion.
In your conclusion you should:
• summarise the main points covered during the training
• remind trainees of the learning outcomes
• give trainees some feedback.
• tell the trainees what training is next.
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6. Determine total resource needs
You have already listed raw materials, equipment, tools and learning materials on your session plan.
To complete the resource list you will need to consider the following and add them to the resource
list.
• raw materials, • equipment, • tools, • learning materials, • marketing, • professional staff (trainer)
• transport and travelling, • training venue, • refreshments.
Marketing
Some examples of marketing expenses are:
• marketing materials such as brochures or flyers
• contacting people in your network.
Professional staff
Professional staff expenses include:
• wages of trainers
• wages of assistant trainers and administration staff.
Transport and travelling
Transport and travelling expenses may be incurred by the training provider and the trainees.
Examples include:
• vehicles hire, • fuel, • bus fares
Training venue
This includes any hire fees for use of the training venue. Also included in this expense item
are the following items because they are used as part of the training venue.
• Electricity, • Fuel, • Water.
Refreshments
Refreshments include any food and drink provided during the training course.
7. Calculate total resource costs
Conclusion
The training plan is a document that records all of the details you need to run a successful training
course. The process of putting the plan together will help you to think about all of the essential
details of the training that need to be organised to ensure the training course achieves the results you
expect. Having a record like this makes it much easier to run future training courses because much
of the planning is already done.
A training plan is also essential if you want to apply for approval or funding to help you run the
training as you will have to supply this information as part of the application.
117

8.13 Unit 5: Coaching Practice
This unit gives participants a chance to practice using coaching skills.
They will develop a short training outline and use it to teach the skill to another participant.
Provide a list of jobs from which the groups can choose. Examples: setting up an extension ladder,
using a fire extinguisher, taking gas readings, installing a fence, baking cookies.
You may want to have props available related to the jobs. Give the groups about 1 hour before
bringing the class back together to discuss their experiences as coaches/trainees/observers.
The goal is to emphasize that not all trainees start at the same level of knowledge and experience
and the coach should assess each trainee to determine the appropriate starting point and level for
training.
This activity depends on your skill at role-play. Be sure to vary “your” level of expertise with the
different coaches.
8.14 Unit 6: Wrap-up
This unit is a workshop summary and an opportunity to let participants know what kind of
organizational support they can expect as coaches.
Taking the day’s agenda as basis, lead a brief discussion of each major topic.
Have a few participants tell one important concept from each unit and/or one new thing
they learned that will improve their OJT sessions.
Remind participants that this workshop is just a step in learning/improving coaching skills.
Now they will have to practice.
Be prepared to give participants a name they can contact after the workshop to ask
questions or discuss coaching-related issues and sources of additional information about
coaching.
Emphasize the notion that coaching skills are learned and improved over time.
Have each trainee list some things he or she plans to do after the workshop to improve his
or her coaching skills.
Examples: read about coaching, observe other coaches, practice by teaching a new skill to
my son, ask for feedback about my communication skills from someone I have taught in the
past, …
Have each participant complete the self assessment
Ask them not to look at the one they filled out at the start of the workshop until they have
finished. When everyone has competed the form and compared it with the form they filled
out at the start of the workshop, ask them if their answers changed and if so why.
Suggest participants may want to use this form again in a few months to re-assess their
skills.
Ask participants to review the expectations that they expressed at the start of the workshop.
If important expectations were not met, discuss ways they could be covered outside of the
workshop.
Ask trainees to complete the workshop evaluation and turn it in so the information can be
used to improve future workshops.
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8.15 Power Point Slides for Coaching Skills Workshop for OJT
Supporting powerpoint slides
Coaching Skills Workshop for
On-the On the-Job Job Training
Learning Curves
119

Unit 1: What is a Coach?
Successful Coaching
Coaching Readiness Self-Assessment
Self Assessment
Characteristics of a Good Coach
WIIFM?
From One Coach to Another
“Ability Ability is what you're capable of doing.” doing.
“Motivation Motivation determines what you can do.” do.
“Attitude Attitude determines how well you do it.” it.
- Lou Holtz, former Head Coach, University of South Carolina
120

Coaching Readiness
The self-assessment self assessment determines
Your strengths.
Things you can work on to improve
your success as a coach.
Characteristics of a Good Coach
121

Super Coach
or
Blooper Coach
Activity
WIIFM?
What’s What s In It For Me?
122

A Coach… Coach
“is is someone who helps someone
else (a trainee) learn something
that he or she would have
learned less well, more slowly or
not at all if left alone.” alone.
(Chip Bell)
Unit 2: How Adults Learn
Establishing a Relationship
Effective Communication
Listening Skills
Asking Good Questions
Giving Feedback
Communication Skills Summary
Responsibilities
123

Establishing a Relationship
Effective Communication
4. Commitment
to Action
3. Establish Trust
and Belief
1. Exchange
Information
2. Ensure
Understanding
124

“Seek Seek first to understand,
then to be understood.”
understood.
Stephen Covey (1990)
The 7 Habits of Highly Effective People
Listening Skills
Next to physical survival,
“the the greatest need of a human
being is psychological survival-- survival--to
to
be understood, to be affirmed, to
be validated, to be appreciated.
Listening provides this …for for it
provides ‘psychological psychological air’.” air
Stephen Covey
125

When you listen carefully to another
person you validate them.
Once the need for validation is met,
others are open to listen to you. It
is then you can focus on influencing
them or solving problems.
Good Listeners:
Don't interrupt or plan a response while the
other person is talking
Are not judgmental
Think before answering
Try to face the speaker; maintain eye
contact
Watch nonverbal behavior; listen with eyes
and ears
Ask questions and wait for an answer
Don’t Don t have to have the last word
adapted from Richard Gemmet 1977
126

Asking Good Questions
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
Gets the trainee and coach talking
Controls attention because they require
a response
Helps the learner think
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
Types of Questions
Closed-ended
Closed ended
Open-ended
Open ended
127

Closed-Ended Closed Ended Questions
Usually result in a yes or no answer
Usually begin with
Do..., Is..., Can..., Could…, Could , Would..., Should...,
Will..., Shall...,
Should be avoided
Example:
“Are Are you ready to move to the next step?"
Open-Ended Open Ended Questions
Help evaluate trainee’s trainee s understanding
Establish strengths and concerns of
the trainee
Begin with
How..., Why..., When..., Where..., What...,
Who..., Which…, Which , If… If
Example:
"What additional information do you need
in order to move to the next step?"
128

Translate Closed-Ended
Closed Ended
Questions to Open-Ended
Open Ended
Questions Activity
Giving Feedback
The purpose of feedback is
• To reinforce corrections
• To point out actions that need to be
corrected through further practice
129

Praise
Feedback Techniques
Let trainees know how well they are doing
Use sincere praise to create a more
constructive atmosphere
Feedback Techniques
Clarifying
1. Restate what you heard the trainee say
2. Listen for confirmation that what you are
saying is correct
3. Encourage trainees to tell you if you are right
or wrong
130

Feedback Techniques
Boomerang Question
Redirect a question back to the learner
Example: “That’s a good question. What do
you think ought to be done in that situation?”
Effective coaches:
Giving Feedback
Give plenty of timely positive feedback
Give negative feedback privately
Accept criticism without becoming defensive
131

Informal versus Formal
Feedback
Informal Feedback
– Given as issues arise
Formal Feedback
– Given at specified times
Communications Skills
Summary
132

Responsibilities
Coach’s Coach s responsibilities include
Assessing trainee knowledge and skills
Organizing and planning training
Developing relationship with the trainee
Teaching knowledge and skills
Evaluating progress
Suggesting changes needed to the
program
Responsibilities
Coach’s Coach s responsibilities
Supervisor’s Supervisor s responsibilities
Trainee responsibilities
An OJT coach is part of a team.
Key
Points
133

Unit 3: Coaching Adults
Characteristics of Adult Learners
Experience and Learning
Effective Coaching
Effective Assessment
Coaching Checklist
Steps to Successful Coaching
Characteristics of Adult Learners
Problemcentered
Goaloriented
Practical
Selfdirected
Experiencebased
134

Adult Learners Activity
Cone of Learning
Read
10%
Hear
20%
See
30%
Hear and See
50%
Say
70%
Say and Do
90%
135

Effective Coaching
Clear Goals
Valid Content
Appropriate Delivery
Method
Assessment
Remediation
Effective Coaching Activity
136

Effective Assessment
Perform
Describe
Question
Demonstrate Answer
Coaching Checklist
Job aid to use
As you are preparing to coach
While you are coaching
For self-evaluation
self evaluation
137

Steps to Successful Coaching
1. Focus
THEN
2. Explain and Demonstrate
3. Observe
4. Feedback
Key
Points
Unit 4: Preparing a Training
Outline
A training outline is a set of
instructions and considerations
that help you teach.
The purpose of a training outline
is to help you teach the task.
138

Preparing a Training Outline
Activity – Part I
Job Steps
Preparing a Training Outline
Activity – Part II
Group and Order Steps
139

Preparing a Training Outline
Activity – Part III
Important Considerations
Unit 5: Coaching Practice
140

Practice Coaching Activity
Use your skills
Create a teaching outline
Take turns as coach, trainee, and observer
Coaching to Different Skill
Levels Activity
Match your coaching to the trainee
Assess the trainee’s trainee s knowledge and skill
Adjust your teaching to that level
Key
Point
141

Unit 6: Wrap-up Wrap up
Reviewing the Day
Looking to the Future
Review of the Day
What Is a Coach?
The Coach/Trainee Relationship
Coaching Adults
Preparing a Training Outline
Coaching Practice
142

Coaching Support
Contacts and Resources
OJT Coaching Session
Preparation
Employee scheduled for training
Teaching materials developed and available
Job tools and equipment available and on site
Training materials reviewed and job skills
practiced
Required forms/documents on hand
143

Your Next Steps
Coaching Readiness
The self-assessment self assessment determines
Your strengths
Things you can work on to improve
your success as a coach
144

Workshop Expectations
Coaching Skills Workshop
Evaluation
145

9. Coaching Skills Workshop For On-The-
Job Training
This workshop was developed by NIOSH/PRL: Launa Mallett, Kathleen Kowalski-Trakofler,
Charles Vaught, William Wiehagen, Robert Peters, Pennsylvania Services Corporation, Peter F.
Keating (05/19/2005)
9.1 Coaching Skills Workshop Plan
146

9.2 Expectations
What do you expect?
Write below what you expect to get from this workshop.
9.3 OJT Coaching Pre-assessment
Name: _________________________________________________________
I have the following certifications and/or qualifications related to this topic:
I have experience or training in the following related areas:
Specific Task, Skill, or Job Classroom OJT Other
9.4 Why Structure On-The-Job-Training?
Discuss slide “Learning Curves”
9.5 Unit 1: What Is a Coach?
Successful Coaching
This part of the workshop describes what it takes to be a good coach.
A coach “is someone who helps someone else (a trainee) learn something that he or she
would have learned less well, more slowly, or not at all if left alone.”
One reason you have been selected as a coach is because of your work knowledge and skills.
But being able to do a job well does not always make a person a good coach. When someone is
very good at something, doing the task may have become so automatic that the person is not able to
explain it to others (Johnson and Leach, 2001).
Other qualities also make people good coaches. You are likely to have a number of these qualities
since you were chosen for this program.
In this section of the workshop you will
• Assess your coaching strengths
• Discuss qualities that improve coaching.
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Coaching Readiness Self-Assessment
This form will help you determine your strengths and the things you can work on to improve
your success as a coach.
On the scales below, circle the number that reflects how difficult you think each task will
be for you. Circle 1 for "very challenging" and 6 for "very easy."
Challenging Easy
Box 1
Prepare for each coaching session. 1 2 3 4 5 6
Teach tasks according to company standards 1 2 3 4 5 6
Check for trainee understanding. 1 2 3 4 5 6
Box 2
Answer many questions from a trainee. 1 2 3 4 5 6
Be interested in the success of a new trainee. 1 2 3 4 5 6
Ask the trainee questions to direct the learning process. 1 2 3 4 5 6
Box 3
Show a trainee what I like about the job. 1 2 3 4 5 6
Be excited about coaching. 1 2 3 4 5 6
Avoid making negative comments. 1 2 3 4 5 6
Box 4
Laugh when training doesn’t go according to plan. 1 2 3 4 5 6
Share stories about things I’ve learned the hard way. 1 2 3 4 5 6
Box 5
Admit to a trainee when I don’t know the answer. 1 2 3 4 5 6
Address a trainee’s concerns about the job. 1 2 3 4 5 6
Box 6
Adapt lessons to the abilities of a trainee. 1 2 3 4 5 6
Change coaching sessions to meet new constraints. 1 2 3 4 5 6
Box 7
Listen to a trainee’s opinions about doing a job. 1 2 3 4 5 6
Be open to negative comments. 1 2 3 4 5 6
Work with a trainee who is not like me. 1 2 3 4 5 6
Box 8
Participate in training to improve my coaching skills. 1 2 3 4 5 6
Use my supervisor’s reviews to improve my coaching skills. 1 2 3 4 5 6
Take my position as a coach seriously. 1 2 3 4 5 6
See the "Characteristics of a Good Coach" discussion to learn more about the topics in each
box.
148

Characteristics of a Good Coach
Even the best coaches can improve with training and practice. The coaching readiness self
assessment was designed to help you identify areas where you can improve your coaching
skills. The statements on the assessment and the related information in each box define the
characteristics of good coaches (adapted from Leach, 1996).
Box 1: Desire
Successful coaches want to coach. They take pride in sharing what they know. Improving
their teaching skills is important to them. A successful on-the-job training (OJT)
program will have coaches teaching jobs in standardized ways with an emphasis on
safety.
Box 2: Responsiveness
Successful coaches need to engage trainees. Their listening and communication skills
are key to conveying the right information. Questions can be used to direct the learning
process. Successful coaches understand that learning will increase when trainees are
comfortable asking questions.
Box 3: Enthusiasm
Successful coaching takes energy. OJT sessions take time to prepare and commitment to
conducting them. Coaches who feel good about their jobs will pass on those feelings.
Box 4: Humour
Successful coaches have a good sense of humour. Things don’t always go according to
plan. Everyone has learned something the hard way. Laughing about things that have
gone wrong sends the important message that messing up while learning is OK.
Box 5: Sincerity/Honesty
Successful coaches don’t fake it. They truly care about the success of their trainees and
deal with them in a straightforward manner. Trainees will respect a coach who admits
not knowing something and then goes and finds the answer for both of them.
Box 6: Flexibility
Successful coaches are adaptable. They know when to eliminate, adjust, or change what
they are teaching to match the capabilities of the trainee or outside constraints.
Box 7: Tolerance
Successful coaches are open to the opinions of others. They recognize and accept
differences in personalities. They are interested in what others have to say, even when
they don’t agree, and accept negative feedback as a tool for improvement.
Box 8: Commitment
Successful coaches improve over time. Training, practice, and honest reviews help
coaches develop and refine their skills. Formal certification programs provide a public
statement of support from the company. Successful coaches take their coaching duties
seriously.
Look back over your answers to the coaching readiness self-assessment.
Boxes with more high numbers circled show areas where you are most confident. These
qualities will help you be an effective coach.
Boxes with lower numbers circled show what you can work on to improve your coaching.
You can be trained to incorporate these qualities effectively into your coaching even if they
do not come naturally to you.
149

If you gave a low rating because of a barrier related to company policy, practice, or procedure,
discuss your concerns with your workshop leader, safety department staff, or
supervisor. If you are comfortable bringing up your concern during the workshop, you may
find others have similar reservations, and changes are needed to make the OJT coaching
program successful at your operation.
Every coach is different.
Capitalize on your strengths and work to improve other areas.
Super Coach or Blooper Coach?
Think of someone who did a good job teaching you a skill.
List three things that this coach did that made him or her successful.
1.
2.
3.
Think of someone who did a poor job teaching you a skill.
List three things that this coach did that were not good coaching practices.
1.
2.
3.
WIIFM (What’s in it for me?)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
150

9.6 Unit 2: The Coach/Trainee Relationship
Establishing a Relationship
Coaching is a process that begins when you establish a relationship with the trainee.
Remember the three C's that make up a coaching relationship (Hart, 2003).
Communication allows the coach and trainee to understand each other’s perspective and
appreciate each other as people.
Collaboration occurs when the coach and trainee work together as equals.
Commitment ensures that each person in the relationship fulfils his or her responsibilities.
In the box below are some techniques that will help you establish communication, collaboration,
and commitment.
Listening It is important to focus on what the trainee is saying in order to understand his or
her perspective.
Observing Coaching involves watching. Sometimes a trainee’s body language may tell a lot
about what he or she feels or understands.
Questioning Ask questions to find out what is important to the trainee. Be careful to ask
questions in a constructive way.
Rephrasing After a trainee makes a statement, it is sometimes useful to restate what you think
the trainee meant. This clarifies the trainee’s ideas or feelings and shows you are
listening.
Remember that developing a coaching relationship is not the end goal. The relationship is
just a vehicle for helping the trainee develop his or her skills.
151

Effective Communication
The Communication Process
The model above shows the sequence of steps needed for effective communication.
If any step is missed or not completed, the process stops until that step is completed successfully.
Think about the following questions:
1. Is it true that all communication is an exchange of information?
2. What happens if we do not make sure that there is understanding?
3. How can anyone believe or trust if they do not understand?
4. How will they commit to an action if they do not believe it is in their best interest?
Effective communication involves the successful completion of each step in sequence.
Successful communication can be learned. In the following pages are specific techniques you can
learn and apply as a coach.
Listening Skills
Good listeners
• Don’t interrupt or plan a response while another person is talking.
• Are not judgmental.
• Think before answering.
• Try to face the speaker and maintain eye contact.
• Watch nonverbal behavior; listen with eyes as well as ears.
• Ask questions and wait for an answer.
• Don’t have to have the last word.
(Adapted from Richard Gemmet, 1977)
List some ways people communicate nonverbally.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
152

Asking Good Questions
Questions help to get the coach and trainee talking. If asked appropriately, questions make the
learner think and participate.
There are two types of questions: open-ended and closed-ended. Each leads to a different response.
1. Closed-Ended Questions
● Usually result in a straight yes or no answer.
● Begin with do, is, can, could, would, should, will, or shall.
Example: Do you know how to bring this vehicle under control if it starts to slide?
What are your concerns regarding the use of this type of question?
_____________________________________________________
_____________________________________________________
Is there a better way to ask this question?
_____________________________________________________
_____________________________________________________
2. Open-Ended Questions
● Help evaluate trainee understanding and establish strengths and concerns of the trainee.
● Begin with how, why, when, where, what, who, which, or if.
Example: What would you do to bring this vehicle to a stop if it started into a slide?
What are your concerns regarding the use of this type of question?
_____________________________________________________
_____________________________________________________
Write an open-ended question below.
_____________________________________________________
Closed-ended questions should be avoided as much as possible.
They do not lead to interaction or enhance learning.
Open-ended questions should be encouraged. They provide additional details, examples, and
impressions.
Translate these closed-ended questions into open-ended ones.
1. Do you know how to operate this type of machine?
_____________________________________________________
2. Do you know what fluids this system uses?
_____________________________________________________
3. Should you inspect the tires as part of the preoperational check?
_____________________________________________________
4. Could you use different types of oil in that gear case?
_____________________________________________________
153

Giving Feedback
Feedback goes hand-in-hand with successful coaching. The purpose of feedback is to reinforce
correct actions and point out actions that need to be corrected through further practice.
Some general suggestions for providing constructive feedback.
• Provide feedback in terms of clearly stated goals, which is one of the components of effective
coaching.
“You did a good job on the pre-operation inspection of your machine. You covered each step in the
correct sequence. When should the sequence be modified?”
• Be specific. Avoid general comments.
Not: “We need to try that again.”
Instead, say something like, “Let’s review step 2, remembering to turn the switch to neutral, and
then you can try 1, 2, and 3 again.”
• Focus on concrete behaviour that needs to be either reinforced or corrected.
“It is important to place your hand here, in this position, to keep your elbow out of the way when
making a turn.”
• Be descriptive rather than judgmental. Focus on actions rather than on personalities.
Not, “You keep doing this wrong.”
Instead, say something like, “What problems could you have if you hold the throttle in while trying
to shift gears?”
Feedback Techniques
Praise
● Let trainees know how well they are doing.
● Use sincere praise to create a more constructive atmosphere.
Clarifying
● Restate what you heard the trainee say.
● Listen for confirmation that what you are saying is correct.
● Accept that trainees will often let you know if you are right or wrong.
Boomerang Question
● Redirect a question back to the learner.
● Example: “That’s a good question. What do you think ought to be done in that situation?”
The skilful use of questions is important in giving feedback. It gives you the opportunity to listen
and forces the trainee to think through what they are doing and why. Questions can help you guide
the feedback session.
Effective coaches
♦ Give plenty of positive feedback.
♦ Give negative feedback privately.
♦ Accept criticism without becoming defensive.
Informal Versus Formal Feedback
Informal feedback is given as issues arise.
Formal feedback is given at specified times (after completion of a series of steps or at the end of
training).
154

Here are some suggestions for providing formal feedback.
• Base your feedback on a written checklist.
• Start and end with a positive statement. Put areas that need improvement in the middle.
• If you present a problem, be ready to suggest a solution.
• Ask trainees to summarize the feedback session. Tell them to focus on their demonstrated
strengths, describe areas needing improvement, and suggest what they can do to improve.
Here are some suggestions for providing informal feedback.
• Be constructive and provide feedback as issues arise.
• Demonstrate a correct procedure rather than letting the trainee stumble along without guidance.
• Provide feedback in a timely and tension-reducing manner during the procedure. This may be a
good time to incorporate humour into the coaching session.
• Do not overload trainees with too much feedback. Get a sense of how they think they are doing.
Communication Skills Summary
Successful communication can be learned.
There are specific techniques you can apply as an effective coach.
What are some of the key behaviours for good communication?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Responsibilities
An OJT coach is part of a team. His or her supervisor, the supervisor of the trainee, and the trainee
will be involved in the process. Successful training takes place when team members work together.
The coach’s responsibilities include
• Assessing trainee knowledge and skills
• Organizing and planning training
• Developing a relationship with the trainee
• Teaching knowledge and skills
• Evaluating progress
• Suggesting changes needed to the program
The supervisor’s responsibilities include
Issuing OJT checklists and qualification standards
Pairing trainees with an appropriate coach or coaches (or: Providing the trainee with a list of
coaches qualified to conduct the OJT and/or performance testing)
Providing on-going support for coaches an trainees
Assisting in determining training and task training materials (Ensuring proper documentation of
training and performance tests)
Tracking trainee progress and setting target dates to reach qualification milestones/goals
Evaluating the trainee’s proficiency
Providing program feedback by evaluating the effectiveness of program materials and coaches
Scheduling training to take advantage of unusual or infrequent job-related activities
Assessing coaching skills
Counselling and assigning remedial training as a result of unsatisfactory performance
Maintaining communication with the coach(es) regarding the OJT program and the qualification
progress of individual trainees.
Initiating follow-up for trainees
155

The trainee’s responsibilities include
• Being actively involved in the training
• Developing a relationship with the coach
• Mastering the material taught
9.7 Unit 3: Coaching Adults
Characteristics of Adult Learners
Adults learn differently than children. Some characteristics of adult learning that research has taught
us are shown on the pie chart below. Coaching strategies based on adult learner characteristics are
given in the table.
Characteristics Coaching Strategies .
of Adult Learners .
Self-directed Adults tend to take the initiative in learning. As a coach, you
serve as a facilitator and allow the trainee to help set the pace
based on how comfortable he or she is with the new skills.
Experience-based Adults have accumulated a foundation of knowledge over their
lifetime. Help the trainee connect learning to this knowledge and
experience base by drawing out experience that is relevant to
what is being taught.
Practical Adults learn something in order to apply it. There must be a jobrelated
application for what is being learned. Explain how the
lesson content will be useful on the job.
Problem-centred Adults learn from real life examples . Show the trainee how new
knowledge and skills can be applied to solving work problems.
Goal-oriented Adults appreciate a program that is organized and has clearly
defined objectives. Show the trainee how the training will help
him or her achieve goals.
Adult Learners Activity
Based on the class discussion, write notes about how you would incorporate these characteristics
into your coaching:
Characteristics of .
adult learners Coaching strategies .
Self-directed
Experience-based
Practical
Problem-centred
Goal- oriented
156

Developed and revised by Bruce Myland from materials by Edgar Dale.
URL: http://php.indiana..edu/~bobweb/Handout/cone.html
157

Effective Coaching
1. Clear goals
2. Valid content
3. Appropriate delivery methods
4. Authentic assessment
5. Remediation
Components Coaching Tips .
Clear goals The program presentation should be organized and have clearly
defined capabilities the trainee will be able to demonstrate following
the training, e.g., “conduct a walk-around inspection.”
Valid content Training content is dictated by the training goals. For instance,
if one goal or capability is to have the trainee be able to install
a roof bolt, part of the content would be bolt installation.
Appropriate "Delivery method" refers to how the message is gotten across.
delivery method Using the example above, bolt installation should be taught by
first demonstrating the task and then allowing hands-on practice.
Assessment Some way of evaluating whether or not the trainee is performing
adequately must be incorporated into the training. This may be as simple
as watching the trainee operate the equipment and responding with
feedback along the way.
Remediation Remediation provides an opportunity for the trainee to correct
his or her mistakes and practice doing the task(s) correctly.
Effective Coaching Activity
Write notes about how each step would be covered for a specific topic.
Components
Clear goals
Valid content
Appropriate delivery method
Assessment
Remediation
158

Common Training Errors
OJT coaches are sometimes ineffective in their role as trainers for a variety of reasons. This
section contains common errors that OJT coaches sometimes commit.
Trying to Teach Too Much
No one can really learn a very complex task all at once. Rather, people should be taught elements of
the task (enabling objectives) and develop skills in doing those elements before they are taught the
total operation. In short, don't try to teach a complex task as a complete unit. Break the task into
understandable parts.
Attempting to Teach Too Fast
Attempting to teach the task too rapidly forces the trainee to perform a task when he/she is not
ready. Many coaches feel that training can sometimes be done more rapidly than it can. This usually
happens when they are very familiar with the task and feel it's easy to accomplish.
Lack of an Overview
OJT coaches sometimes skip the overview of the task because they know the job very well, and feel
the trainee should be able to follow their explanation and demonstration without the first "T" of
effective training.
Failure to Recognize Individual Differences in Trainees
Some trainees learn more quickly and easily than others because people vary in their working
knowledge and skills (mental and/or physical dexterity, visual acuity). Learning speed is a function
of both mental and physical skills. Effective coaches adapt their training styles to the individual
differences and capabilities of their trainees.
Failure to Provide Practice Time
Being proficient at anything requires practice. There is no such thing as a natural born athlete or
skilled mechanic. All tasks which require mental and physical skills require some practice. The
point to recognize is that there is a difference between knowing how to perform a task and being
proficient at performing it. The coach should give the trainee time to practice to develop proficiency
before evaluating the trainee's performance.
Failure to Show the Trainee the Overall Objective
The trainee should understand how the job fits into the operation or mission. The coach should tell
the trainee the importance of and how his/her products or services and how they will be used.
Failure to Give Reinforcement
Providing positive reinforcement of a trainee's efforts is an effective motivational practice. It is
usually not enough simply to be motivated to try a job. Without some kind of reinforcement, people
find it difficult to sustain a high level of motivation. The reinforcement or encouragement given to
the trainee need not be in a tangible form (promotion, pay raise, bonus). Intangible rewards are also
meaningful. Vocal encouragement and praise in front of others have positive benefits in
encouraging a person. If a trainee can develop a feeling of personal progress and accomplishment
on the job or the mastering of a skill, he/she will usually be highly motivated.
Intimidation of Trainees
Some coaches may be ineffective as trainers because they intimidate trainees. They can do this in a
variety of ways. Some use their position over the trainee in an effort to enhance their own ego.
Others, by their behaviour and attitude, do it unwittingly and unknowingly. Yet others feel that
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eing very demanding is a good training practice. They may have good intentions but end up
intimidating trainees. Recognizing that an coach is intimidating trainees is often difficult.
Evaluation (reaction) forms should be provided to trainees in an OJT program.
The OJT program coordinator or a line/training supervisor should review these forms and conduct
periodic evaluations of OJT coaches. They should be able to determine if intimidation is taking
place, and if necessary, counsel the coach in ways to eliminate it.
Effective Assessment
Assessment is key to the learning process and should be built into the program.
Simply put, assessment seeks to answer the questions of "How will you know if your trainees have
learned the task?" "How will you know if the learning goal has been reached?"
The effective assessment wheel will aid this process.
The wheel has five components that reflect assessment questions.
1. Do the trainee’s questions show they are engaged in learning?
2. Is the trainee able to answer your questions?
3. Is the trainee able to describe how to perform the tasks?
4. Can the trainee demonstrate the job tasks?
5. Can the trainee perform the job independently?
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Coaching Checklist
The following checklist is a job aid to use
(1) as you are preparing to coach,
(2) while you are coaching, and
(3) for self-evaluation after coaching.
The checklist summarizes the coaching steps and gives you tips for completing each one
successfully.
Coaching Checklist
Use this form as a guide when preparing to coach, while coaching, and/or for self-evaluation.
Observers can also use the form when evaluating a coach.
Coach’s Name: Observer’s Name:
Job Skill Taught: Evaluation Date:
Step 1 –Focus:
Establish rapport, communicate your expectations, and find out what the trainee can do
Things to do: Guidelines Comments .
Greet trainee Shake hands, maintain eye contact,
and put trainee at ease.
Determine what Ask questions to establish level of
trainee knows knowledge or experience.
Encourage questions Let trainee know it’s OK to repeat steps.
Explain that training is paced to trainee’s
prior experience and ability to learn the job.
Share an overview Provide a copy of the module you and trainee
of the job to be will be using to guide training.
taught
Discuss training Ensure that trainee will be able to observe
safety considerations safely during demonstrations. Discuss other
safety considerations.
Step 2 – Explain and demonstrate:
Explain the steps of the job, explain why these steps are important, and demonstrate them
Explain the step(s) Give only the amount of information trainee
of job skill can learn in one pass. Do not overwhelm.
Explain why, when, Be sure job steps make sense to trainee. Ask
and how each questions to check understanding.
step is important
Demonstrate how to Show trainee a safe observation location. Ask
do the job step(s) questions to determine knowledge and
understanding before moving to next job step.
Encourage questions Emphasize trainee should ask questions
when unclear or uncertain.
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Step 3 – Observe:
Have trainee explain and demonstrate what coach presented in step 2
Have trainee verbally Trainee explains the job (why, where, when,
walk through step(s) how, and any safety considerations) before
demonstrating any part of it. – They know it.
Select a safe Be sure you can safely observe the entire
observation location demonstration.
Have trainee explain Trainee tells what will be done just before
each step and then performing each job step– They know and
demonstrate it can do it.
Observe trainee
demonstrating job
Step 4 – Feedback:
Coach and trainee discuss performance in step 3
Ask trainee to do a Ask trainee to communicate perceptions of
self-assessment performance. This encourages trainees to
discuss task and helps resolve issues.
Give feedback on Point out strengths and areas that need
performance improvement or practice.
Assess your coaching Did I periodically check to establish trainee’s
progress level of understanding? How was my pace?
Am I giving the trainee sufficient time to
perform? Am I asking the right questions?
How is the trainee doing overall? Should I
go back and restate or emphasize something?
Cycle through steps 2, 3 and 4 as needed to develop the expected performance and to ensure
understanding before moving on.
Step 5 – Assessment:
Higher level of management or a predetermined evaluation team conduct formal evaluation. Local
rules for this evaluation should be followed.
Establish trainee’s Prepare trainee by checking on level of
readiness for comfort and readiness. Observe and ask
evaluation questions. Create a win-win situation.
Make arrangements Schedule with appropriate people. Make sure
for evaluation evaluator has evaluation checklist (often
made from the training outline).
Based on outcome of Celebrate. Congratulate and thank trainee for
evaluation, consider participating in training activity. Discuss
the next steps follow-up plans.
Retrain, if needed. Plan with evaluator’s input.
Communicate results and retraining plan.
If the process is not over, then move back to the appropriate level and resume with the proper step.
If the training is over, do a self-assessment to determine what you will do differently the next time.
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Steps to Successful Coaching
1. Focus
o Establish rapport
o Communicate your expectations
o Find out what the trainee can do
THEN
2. Explain and Demonstrate
o Explain the steps of the job
o Explain why they are important
o Demonstrate them
3. Observe
o Trainee explains and demonstrates
what the coach presented in step 2
4. Feedback
o Coach and trainee discuss the
performance in step 3
Cycle through steps 2, 3, and 4 to
• Develop the expected performance
• Ensure understanding
• Move on
9.8 Unit 4: Preparing a Training Outline
Scenario: Your neighbour is going to interview for a job in a city 800 miles away. She is planning
to drive to the interview. While talking about her upcoming trip with her, you learn that she has
never changed a tire and that she wants to learn this skill before leaving home. You tell her you
would be happy to teach her the proper and safe way to change a tire.
Task: Develop a training outline for changing a tire.
A training outline is a set of instructions and considerations that help you teach your
neighbour.
The purpose of the training outline is to help YOU teach the task of changing a tire.
Note that evaluation, including offering feedback, is an important part of teaching.
Teams should include three to five members.
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Part I - Job Steps
Preparing a Training Outline Activity
Make a list of steps for changing a tire.
Brainstorm all the steps that might be involved in teaching your neighbour how to change a tire.
Don’t worry about the order of the steps.
Choose one of the group members to make a list of the steps that the group identifies and one to
present the list to the class.
List of steps:
Each team will report their list to the class.
Part II - Group and Order of Steps
Put the steps into a logical order that you think would make sense while teaching this task.
Organize the list of steps into practical groups.
For example, put together all the steps needed to park the car.
Follow this example for organizing your steps. Use the form on the next page to write up your
groups and steps.
Job: Change a tire
Group Job Steps and Sub steps
Preparing Find a location to pull off the road
Exit car
Turn off ignition
Set parking brake
Each team will report their outline to the class. Teams may change their outlines after the reports
are given.
Document for Preparing a Training Outline Activity
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Part III - Important Considerations
Have the team examine each step to determine the considerations you need to demonstrate or
mention as you teach.
Add considerations to the table you started in Part II of this activity.
9.9 Unit 5: Coaching Practice
Practice Coaching Activity
Changing a tire is a skill. You can use the same system to teach any skill.
As a class, select three simple jobs or parts of a job to be taught. In teams of three, have each person
select a different one of the three jobs.
1. Each person should create a teaching outline for a couple of steps of their job. (Use form below)
2. In your team, take turns being coach, trainee, and observer. Remember to use adult learning
principles and the responsibilities of a coach covered earlier in this training.
a. Always begin with a pre-assessment. Use the OJT trainee pre-assessment form.
b. During the practice coaching, the observer should use the OJT observer form.
c. After the practice coaching, the coach should complete the OJT trainee progress review.
d. After the practice coaching, the trainee should complete the OJT trainee feedback form.
Discuss your coaching practice sessions when the trainer brings your class back together.
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Group Job Steps and Sub steps Coaching Considerations
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OJT Trainee Pre-assessment
Subject of OJT: _________________________________________________________
Name of trainee: _________________________________________________________
1. Trainee has the following certifications/qualifications related to this topic:
1.
2.
3.
2. Trainee has experience or training in the following related areas:
Specific task, skill, or job Classroom OJT Other
1.
2.
3.
3. Trainee needs the following training before starting this OJT program:
1.
2.
3.
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OJT Observer’s Form
Use this form while observing an OJT session. Discuss it later with the coach.
Subject of OJT ___________________________________________________
Name of coach: ___________________________________________________
Check the box if you see the coach exhibiting the behaviour listed.
Box 1: Desire
Was prepared for the session
Taught tasks according to company standards
Checked for trainee understanding
Briefly note what you observed.
Box 2: Responsiveness
Patiently answered the trainee’s questions
Seemed to want this trainee to succeed
Asked questions to direct the learning process
Briefly note what you observed.
Box 3: Enthusiasm
Was positive about the job
Avoided negative comments
Briefly note what you observed.
Box 4: Humour
Kept his or her sense of humour
Shared stories about his or her experiences
Briefly note what you observed.
Box 5: Sincerity/Honesty
Admitted that he or she didn’t know something
Seemed to care about the trainee
Briefly note what you observed.
Box 6: Flexibility
Matched the training to the ability of the trainee
Changed the teaching session to match some constraint
Briefly note what you observed.
Box 7: Tolerance
Was open to the opinions of the trainee
Seemed comfortable with the trainee
Briefly note what you observed.
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Box 8: Commitment
Has improved since my last observation.
Briefly note what you observed.
Write one thing you think the coach should work on for future coaching sessions.
Write one thing you think the coach did well while coaching this trainee:
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OJT Progress Review
Subject of OJT: __________________________________________________________
Name of trainee: _________________________________________________________
As of today (___________________), I believe this trainee:
1.
2.
3.
4.
5.
Has successfully completed this on-the-job training.
Should continue this on-the-job training for—
More More On this specific task or skill
Training Practice
Should discontinue this on-the-job training.
__________________________________
Signature of coach
________________________________________________________________________
Notes on trainee’s progress:
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OJT Trainee Feedback
Subject of OJT ___________________________________________________________
Name of coach: __________________________________________________________
Please answer the following questions when you have finished your OJT and give the form
to your supervisor. Your answers will help improve the OJT coaching program.
------------------------------------------------------------------------------------------------------------
1. Check the box that best reflects how often your coach did the things listed below.
My Coach:
1. Checked to see if I understood
2. Answered my questions
3. Was patient with me
4. Let me know he or she wanted me to succeed
5. Was positive about the job
6. Was prepared to teach my OJT sessions
7. Had a sense of humour
8. Shared stories about his or her experiences
9. Listened to my concerns about the job
10. Explained things at a level I could understand
11. Seemed comfortable with me
12. Made me feel comfortable
Always Sometimes Never Doesn’t apply
2. Check all the statements that reflect what you think about your OJT experience.
During My On-the-Job Training:
The information was given to me at about the right speed.
I had enough time to practice my new skills.
Other employees made me nervous.
I understood what I was supposed to learn.
Tools and equipment were always available for my training sessions.
I was comfortable asking questions.
It was OK to make mistakes.
I became confident I could do the job.
3. List three important things you learned about the job or equipment during your OJT.
1.
2.
3.
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Coaching to Different Skill Levels Activity
The topic for this activity is the same job that you used in the Practice Coaching activity. This time
your coach will play the role of different trainees having various levels of expertise and experience.
Class members chosen to be coaches should use the OJT trainee pre-assessment on the next page to
determine how much experience he or she has with the job.
OJT Trainee Pre-assessment
Subject of OJT: __________________________________________________________
Name of trainee: _________________________________________________________
Trainee has the following certifications/qualifications related to this topic:
1.
2.
3.
Trainee has experience or training in the following related areas:
Specific task, skill, or job Classroom OJT Other
1.
2.
3.
Trainee needs the following training before starting this OJT program:
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9.10 Unit 6: Wrap-up
Coaching Support
This workshop was designed to help you assess and improve your coaching skills. Completion of
the workshop is just the beginning. You will need to practice your coaching skills.
As you continue to learn, you will have support.
When you would like to talk with someone about coaching, contact
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
When you would like to read more about coaching, find resources here.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Preparation for On-the-Job Coaching Session
Coaching success is a result of being prepared. Use the following checklist for each OJT session.
Employee scheduled for training.
Teaching materials developed and available.
Job tools and equipment available and on-site.
Training materials reviewed and job skills practiced.
Required forms and documents on hand.
Job Aids
On the job, it is useful to have easily accessible sources for information. Job aids can help trainees
remember key points after they finish training.
The job aid above will remind you of key things to do before each coaching session. Think about
other information from this workshop that will help you be a successful coach and then create job
aids for yourself to use and share with other coaches.
Your Next Steps
Being a successful coach takes commitment. List below the things you will do to improve your
coaching skills.
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Coaching Readiness Self-Assessment
This form will help you determine your strengths and the things you can work on to improve
your success as a coach.
On the scales below, circle the number that reflects how difficult you think each task will be
for you. Circle 1 for "very challenging" and 6 for "very easy."
Challenging Easy
Box 1:
Prepare for each coaching session 1 2 3 4 5 6
Teach tasks according to company standards 1 2 3 4 5 6
Check for trainee understanding 1 2 3 4 5 6
Box 2:
Answer many questions from a trainee 1 2 3 4 5 6
Be interested in the success of a new trainee 1 2 3 4 5 6
Ask the trainee questions to direct the learning process 1 2 3 4 5 6
Box 3:
Show a trainee what I like about the job 1 2 3 4 5 6
Be excited about coaching 1 2 3 4 5 6
Avoid making negative comments 1 2 3 4 5 6
Box 4:
Laugh when training doesn’t go according to plan 1 2 3 4 5 6
Share stories about things I’ve learned the hard way 1 2 3 4 5 6
Box 5:
Admit to a trainee when I don’t know an answer 1 2 3 4 5 6
Address a trainee’s concerns about the job 1 2 3 4 5 6
Box 6:
Adapt lessons to the abilities of a trainee 1 2 3 4 5 6
Change coaching sessions to meet new constraints 1 2 3 4 5 6
Box 7:
Listen to trainee’s opinions about doing the job 1 2 3 4 5 6
Be open to negative comments 1 2 3 4 5 6
Work with a trainee who is not like me 1 2 3 4 5 6
Box 8:
Participate in training to improve my coaching skills 1 2 3 4 5 6
Use my supervisor’s reviews to improve my coaching skills 1 2 3 4 5 6
Take my position as a coach seriously 1 2 3 4 5 6
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Workshop Expectations
At the beginning of this workshop, you wrote down what you expected to learn from this workshop,
and your expectations were discussed with the class.
1. Which expectations were met?
2. Which expectations were not fully met?
Coaching Skills Workshop Evaluation
Please complete the following to help us monitor and improve the quality of training.
Job title: ________________________________________________________________
Years of mining experience: ____________ Have you conducted OJT before? Yes No
How relevant was the training for you?
Very relevant Somewhat relevant Mostly irrelevant Totally irrelevant
How easy was the training to follow?
Very easy Somewhat easy Difficult Too difficult
How would you describe the quality of the training materials?
Excellent Good Average Poor
How do you rate the delivery of the training?
Excellent Good Average Poor
Would you recommend this course to others? Why or why not?
What was the most important thing you learned? Why was that important?
What would you change about this workshop and why?
What would you keep and why?
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Sources :
For information about the Doe Handbook “Guide to Good Practices for On-
The-Job Training” contact the U.S. Department of Energy Technical
Standards Program Office - c/o Performance Assurance Project Office at:
P.O. Box 2009, Bldg. 9201-3
Oak Ridge, Tennessee 37831-8065
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