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

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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. 106
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. 107
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How to Perform On-the-job Training
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Title: How to Perform On-The-Job Tr
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5. Coaching Tips ..................
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8.4 Workshop Topics ...............
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On-the-job training 1. General Intr
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2. Professional Coaching © Copyrig
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Here are several quotes that can en
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STEP THREE Build an appreciative an
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4. A Comprehensive Program to Deliv
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Goals — setting and clarifying re
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did not recognize that his techniqu
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6. Make Learning Fun Narrative of a
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11. Hand the initiative over to the
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negative way (in our terms, that it
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Coaching Tip 2 - General Tips Some
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Coaching Tip 6 - Use The Art of Cha
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Remember that training and developm
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6.2 Glossary of Terms Activity A wa
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On-the-job instruction: I would use
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off-the-job training costs being hi
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that individual to perform the task
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their development, and should be ap
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The coach should minimize interrupt
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The last element is to document the
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If the evaluation standard was deve
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6.7 Training Methods Review of acti
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Page 89 and 90: check their own work and assess it
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Developed and revised by Bruce Myla
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Common Training Errors OJT coaches
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Coaching Checklist The following ch
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Steps to Successful Coaching 1. Foc
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Part III - Important Considerations
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OJT Trainee Pre-assessment Subject
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Box 8: Commitment Has improved sinc
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OJT Trainee Feedback Subject of OJT
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9.10 Unit 6: Wrap-up Coaching Suppo
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Workshop Expectations At the beginn
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How to Perform On-the-job Training - Dean Amory

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