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

You as the trainer/coach
Have I reached a point in my own work where I can run a coaching session without worrying
about something that is outstanding?
Do I feel enthusiastic about the coaching or do I need to have a short break, calm down, catch my
breath, have a drink, etc?
Would it help if I freshened up a bit?
Do I look neat and tidy or am I dressed properly (personal protective clothing, etc.) and do I look
like the experienced worker that I should be?
Has everyone been told that I am running a coaching session?
Do relevant members of staff know when I shall be available before and after the session?
Have I made clear the circumstances in which it is appropriate to interrupt?
Does everyone know the importance of the coaching sessions?
POINTS TO CHECK WHEN INTRODUCING THE COACHING SESSION
Carry out a revision/review of session
State the topic to be covered
Establish trainee's existing level of knowledge and skill
State the context of the session
State the objective of the session
Motivate the trainee to learn
State the structure and timing of the session
Explain the ground rules
Explain any jargon and technical language to be used
Show a finished product or outcome, if appropriate
POINTS TO CHECK DURING THE COACHING SESSION
Correct positioning of trainee
Relate words to action
Stress all key points
Avoid irrelevances/backtracking
Stress Health and Safety information
Pace the information to meet the needs of the trainee
POINTS TO CHECK WHEN PROVIDING CONSTRUCTIVE FEEDBACK
Start with the positive
Be specific
Refer to behaviour that can be changed
Offer alternatives
Be descriptive rather than evaluative
Own the feedback
Leave the trainee with a choice
SOME GUIDELINES FOR DEVELOPING LEARNING SKILLS
Show that all your trainees have a contribution to make by making sure that you take notice of
their views.
Allow the trainees to do the difficult parts of a task.
Make trainees seek help when they need it by not rushing in with help too soon.
Encourage the trainees to work out problems for themselves by giving them hints or clues.
Allow the trainees time to work something out for themselves by giving them 'pondering time'. If
they feel pushed for time they may become stressed.
Give realistic feedback by giving due praise or critical comment.
Develop the trainees' interest in learning to do things for themselves by discussing with them how
they intend to go about learning something.
Develop the trainees' awareness of how to assess what they have done by encouraging them to
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