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

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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. 31
Page 1: How to Perform On-the-job Training
Page 4 and 5: Title: How to Perform On-The-Job Tr
Page 6 and 7: 5. Coaching Tips ..................
Page 8 and 9: 8.4 Workshop Topics ...............
Page 10 and 11: On-the-job training 1. General Intr
Page 12 and 13: 2. Professional Coaching © Copyrig
Page 15 and 16: Here are several quotes that can en
Page 17 and 18: STEP THREE Build an appreciative an
Page 19 and 20: 4. A Comprehensive Program to Deliv
Page 21 and 22: Goals — setting and clarifying re
Page 23 and 24: did not recognize that his techniqu
Page 25 and 26: 6. Make Learning Fun Narrative of a
Page 27 and 28: 11. Hand the initiative over to the
Page 29: negative way (in our terms, that it
Page 33 and 34: Coaching Tip 6 - Use The Art of Cha
Page 35 and 36: Remember that training and developm
Page 37 and 38: 6.2 Glossary of Terms Activity A wa
Page 39 and 40: On-the-job instruction: I would use
Page 41 and 42: off-the-job training costs being hi
Page 43 and 44: that individual to perform the task
Page 45 and 46: their development, and should be ap
Page 47 and 48: The coach should minimize interrupt
Page 49 and 50: The last element is to document the
Page 51 and 52: If the evaluation standard was deve
Page 53 and 54: 6.7 Training Methods Review of acti
Page 55 and 56: 6.9 Learning Styles How does a trai
Page 57 and 58: That said, Learning Styles theories
Page 59 and 60: These learning styles are the combi
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Page 63 and 64: confirm information received with o
Page 65 and 66: possible. Make sure the trainee can
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Page 69 and 70: Writing learning objectives Aim: To
Page 71 and 72: Review of activity 4B Each of the m
Page 73 and 74: Review of activity 1C Now that you
Page 75 and 76: 6.12 Introducing The Coaching Sessi
Page 77 and 78: Review of activity 4C Positioning o
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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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Coach’s Responsibilities include:
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8.12 Unit 4: Preparing a Training O
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Example: Criteria -----------------
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6. Determine total resource needs Y
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8.15 Power Point Slides for Coachin
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Coaching Readiness The self-assessm
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A Coach… Coach “is is someone w
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“Seek Seek first to understand, t
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Asking Good Questions ? ? ? ? ? ? ?
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Translate Closed-Ended Closed Ended
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Feedback Techniques Boomerang Ques
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Responsibilities Coach’s Coach s
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Adult Learners Activity Cone of Lea
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Effective Assessment Perform Descri
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Preparing a Training Outline Activi
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Practice Coaching Activity Use your
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Coaching Support Contacts and Resou
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Workshop Expectations Coaching Skil
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9.2 Expectations What do you expect
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Characteristics of a Good Coach Eve
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9.6 Unit 2: The Coach/Trainee Relat
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Asking Good Questions Questions hel
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Here are some suggestions for provi
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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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