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

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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
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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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6.9 Learning Styles How does a trai
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That said, Learning Styles theories
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These learning styles are the combi
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in information and science careers.
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confirm information received with o
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possible. Make sure the trainee can
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What information the trainee expect
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Writing learning objectives Aim: To
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Review of activity 4B Each of the m
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Review of activity 1C Now that you
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6.12 Introducing The Coaching Sessi
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Review of activity 4C Positioning o
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6.14 Monitoring Trainee’s Progres
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learned. There is nothing wrong wit
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6.18 Evaluating Feedback Aim: To de
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6.21 The Coaching Process - Appendi
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check their own work and assess it
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7. Coaching Skills for On-the-Job T
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The relationship between the coach
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A person currently in the position
Page 97 and 98: Evaluating trainee performance It i
Page 99 and 100: 7.10 Evaluating the program The eva
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Page 103 and 104: will take place. Other topics, such
Page 105 and 106: 8.6 Workshop Evaluation It is very
Page 107 and 108: Refer trainees to Unit 1 for this d
Page 109 and 110: Nonverbal behaviour is important to
Page 111 and 112: Coach’s Responsibilities include:
Page 113 and 114: 8.12 Unit 4: Preparing a Training O
Page 115 and 116: Example: Criteria -----------------
Page 117 and 118: 6. Determine total resource needs Y
Page 119 and 120: 8.15 Power Point Slides for Coachin
Page 121 and 122: Coaching Readiness The self-assessm
Page 123 and 124: A Coach… Coach “is is someone w
Page 125 and 126: “Seek Seek first to understand, t
Page 127 and 128: Asking Good Questions ? ? ? ? ? ? ?
Page 129 and 130: Translate Closed-Ended Closed Ended
Page 131 and 132: Feedback Techniques Boomerang Ques
Page 133 and 134: Responsibilities Coach’s Coach s
Page 135 and 136: Adult Learners Activity Cone of Lea
Page 137 and 138: Effective Assessment Perform Descri
Page 139 and 140: Preparing a Training Outline Activi
Page 141 and 142: Practice Coaching Activity Use your
Page 143 and 144: Coaching Support Contacts and Resou
Page 145 and 146: Workshop Expectations Coaching Skil
Page 147: 9.2 Expectations What do you expect
Page 151 and 152: 9.6 Unit 2: The Coach/Trainee Relat
Page 153 and 154: Asking Good Questions Questions hel
Page 155 and 156: Here are some suggestions for provi
Page 157 and 158: Developed and revised by Bruce Myla
Page 159 and 160: Common Training Errors OJT coaches
Page 161 and 162: Coaching Checklist The following ch
Page 163 and 164: Steps to Successful Coaching 1. Foc
Page 165 and 166: Part III - Important Considerations
Page 167 and 168: OJT Trainee Pre-assessment Subject
Page 169 and 170: Box 8: Commitment Has improved sinc
Page 171 and 172: OJT Trainee Feedback Subject of OJT
Page 173 and 174: 9.10 Unit 6: Wrap-up Coaching Suppo
Page 175 and 176: Workshop Expectations At the beginn
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How to Perform On-the-job Training - Dean Amory

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