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

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6.19 How Do I Consolidate The Trainees Learning It is just as important to consolidate or conclude a coaching session as it is to introduce it properly. Many a good coaching session has been introduced perfectly but tended to fall flat or drift away at the end. Each individual coaching session needs to be neatly rounded off, in order that both you and the trainee feel comfortable with what you have done. As with other elements of the coaching process, there are certain points to a good consolidation of a coaching session. Providing a final summary draws everything together that has been said and done by both you and the trainee. During the summary it is often useful to highlight questions the trainee may have asked, difficulties that might have been met and to re-emphasise critical points that could result in serious consequences if not carried out correctly. Measuring the trainee's level of achievement against the targets or outcome they have been set, will give the trainee some sense of fulfilment. It is important to re-state what the objectives were and to either tell the trainee whether they have achieved them or to ask the trainee if they feel that they have achieved the targets. When objectives have not been met, you need to provide the trainee with constructive feedback and plan a way to move forward. This might involve some remedial work, further practice or in some extreme cases, discontinuing the coaching. Reinforcing the motivational message, which was given at the outset of the coaching, is a useful method of enabling the trainee to develop a positive attitude to learning the task, especially if the value and importance of the task has been stressed as well as the consequences of any errors. Looking forward to what is going to be learned next not only keeps the sessions in context but provides a little more motivation. Not introducing new material is very important at the consolidation stage, as consolidation draws together the threads of what has been done. Although it might be tempting to provide a preview of a further session, there is a danger in focusing the trainee's attention away from the session which has just been completed. You should now have a bit more understanding of the full coaching process and some ideas of how to carry it out in your workplace. 6.20 What next? Understand and familiarise yourself with the Industry Occupational Standards for those working in the Sea fish industry. Identify those, or further, activities as advised within the manual. Carry out the activities. Evaluate your performance and understanding of the coaching practice. If you would like to go further and gain the nationally recognised Training and Development Lead Body (TDLB) qualification for Coaching or another training qualification you need to contact: who will provide you with further information. Seafish Training, Sea Fish Industry Authority, Seafish House, St. Andrews Dock, Hull HU3 4QE Tel: 01482 327837 86
6.21 The Coaching Process - Appendices EXAMPLE OF A PRO FORMA FOR INITIAL ASSESSMENT Name of trainee:............................................. Date of birth:.............. Work history to date: Time in current job:.......... Date due to take up new duties:........... Previous training undertaken: Type and character of trainee: Special needs or requirements: EXAMPLE OF PRO FORMA FOR CREATING TRAINEE INTEREST Name of trainee . . . . . . . . . . . . . . . . . Subject being covered What is the aim of the coaching and what it will cover: How will the coaching fit into their career or employment plan. What will the value of the coaching be to the department or section where . . . . . . . . . . . . . . . . . they currently work: What preparation work might they have to do, prior to coaching: Additional work that may have to be done in the trainee's own time, such as reading: What will be expected in terms of improved performance or additional skills after the coaching: Who they can turn to with any worries they may have about the coaching being undertaken: What support and monitoring will be available from their supervisor/line manager and yourself during their coaching: How the coaching will be evaluated following completion of the programme: EXAMPLE OF PRO FORMA FOR COACHING SESSION Task being covered: Location: Objective of the coaching session: Equipment and materials required: TASK Preparing for the task: (Time to be taken.........) STANDARD KNOWLEDGE Carrying out the task: (Time to be taken.........) Completing the task: (Time to be taken.........) POINTS TO CHECK PRIOR TO COACHING The equipment, materials and facilities Is the correct equipment available and in good working order? Are the materials suitable for the task to be coached? Is the location and its facilities conducive to the learning taking place? The trainee Has the trainee just come from a busy and demanding job? Has the trainee been under stress or encountered any problems in their work, prior to the coaching, which may cause them concern? Has the trainee had to travel to attend this session and if so, what was the journey like? Has the trainee had a break before beginning the coaching? Does the trainee need the toilet or refreshments and do they know where those facilities are? 87
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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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Page 37 and 38: 6.2 Glossary of Terms Activity A wa
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Page 43 and 44: that individual to perform the task
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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
Page 61 and 62: in information and science careers.
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
Page 79 and 80: 6.14 Monitoring Trainee’s Progres
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Page 89 and 90: check their own work and assess it
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Page 93 and 94: The relationship between the coach
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Page 97 and 98: Evaluating trainee performance It i
Page 99 and 100: 7.10 Evaluating the program The eva
Page 101 and 102: 8. Guide To Conducting A Coaching S
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
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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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