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

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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. 162
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. 163
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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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will take place. Other topics, such
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8.6 Workshop Evaluation It is very
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Refer trainees to Unit 1 for this d
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Nonverbal behaviour is important to
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Page 115 and 116: Example: Criteria -----------------
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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 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 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: Coaching Checklist The following ch
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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