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

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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
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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
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Evaluating trainee performance It i
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7.10 Evaluating the program The eva
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8. Guide To Conducting A Coaching S
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Page 111 and 112: Coach’s Responsibilities include:
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Page 115 and 116: Example: Criteria -----------------
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Page 121 and 122: Coaching Readiness The self-assessm
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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 and 148: 9.2 Expectations What do you expect
Page 149 and 150: Characteristics of a Good Coach Eve
Page 151 and 152: 9.6 Unit 2: The Coach/Trainee Relat
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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
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How to Perform On-the-job Training - Dean Amory

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