KEYS to On the Job TRAINING and COACHING

UW Sometimes and Aspiring Supervisor Series2 nd Theme: Knowing “When to Do What”KEYStoOn the JobTRAININGandCOACHINGAGENDAOn the Job Training1. Key Steps in On the Job Training2. Prepare for TrainingCoaching3. Knowledge, Skills and Talents4. Making a Request using OFNR+ Try-out Card+ Self Assessment for Training and CoachingReading:• Heathfiel, S.M. (n.d.). What Great Managers Do Differently. Retrieved fromhttp://humanresources.about.com/od/managementandleadership/a/great_managers.htm• Leatherman, R.W. (1997). “One to One Training”, Adapted by Mary HoddyReferences:• Buckingham, M., & Coffman, C. (1999). First Break All the Rules. New York: Simon & Schuster.• Buckingham, M., & Clifton, D. (2001). Now Discover Your Strengths. New York: Simon & Schuster.• Blanchard, K., Zigarmi, P., Zigarmi, D. (1985). Leadership and the One Minute Manager. New York:William Morrow and Company.• Cottrell, D. (2002). The Manager's Coaching Handbook. Dallas, TX: Cornerstone Leadership Institute.• Cottrell, D. (2002). Monday Morning Leadership: Eight Mentoring Sessions You Can't Afford to Miss.Dallas, TX: Cornerstone Leadership Institute.• Whitmore, J. (2002). Coaching for Performance. London: Nicholas Brealey.0

UW Sometimes and Aspiring Supervisor SeriesOn the Job Training1. Key Steps in On the Job TrainingReview the box below, with summarizes the article, “One-to-one Training”.Steps in Effective On the Job Training1. Prepare for the training Update Position Description Write step-by-step analysis of task Write Training Plan2. Ask questions to determine trainee’s experience3. Tell the trainee about the task4. Show the trainee how the task is done5. Encourage the trainee to do the task6. Follow up to insure that the trainee can do the task2. Prepare for Training – The Most Common Missing StepPosition Description = Broad Overview of Tasks• Review sample Position Description, page 8 of Job Aids packetTask Analysis = Detail of HOW to do a taskYOURTURN• Review sample Task Analysis page 9 of Job Aids packet.• Write a Task Analysis for someone you supervise or for your own job on page 10.• Share your Task Analyses with your partner. Give each other feedback as abeginner on how well you understand the directions and the language.Training Plan or Checklist = Document WHO is trained to do WHAT• Review the sample Training Checklist on page 12 of Job Aids packet.• At your table, describe what you’ve found makes on the job training successful orideas that you got from this week’s readings.ooo• We’ll share your strategies.1

UW Sometimes and Aspiring Supervisor Series3. Knowledge, Skills and TalentsRead the box below. What questions do you have?Great managers know that there is no point in wishing that folks were fundamentally differentfrom what they are. They know that skills, knowledge and talents are different elements of aperson’s performance. The distinction among the three is that skills and knowledge can betaught, whereas talents cannot. So what can managers do?1. Help staff learn new skills and new knowledge.Knowledge is simply what you are aware of – either facts you have learned orexperiences you have had. Managers can help staff capitalize on experiences byreflecting with staff on what they have learned and how they can apply newknowledge to their jobs.Skills are the actions or what we DO with knowledge. For example, computer skillsare essential for many of our positions. The best way to learn a skill is topractice.2. Help staff discover their hidden talents. Buckingham describes talents arereoccurring patterns of thought, feeling, or behavior. You can also think of them asnatural gifts. The best managers are adept at spotting a glimpse of a talent insomeone and then finding a way to develop it.Adapted by Mary Hoddy from Marcus Buckingham and Curt Coffman, First, Break All the RulesWrite some of your Knowledge, Skills, and Talents on the chart below.Example: A cashier needs to…Knowledge Skills TalentsKnow correct procedures & rules Strike correct keys without looking Have precision under stressShare your Knowledge, Skills and Talents with a partner. Can you add to your partner’s chart?2

UW Sometimes and Aspiring Supervisor Series3. Knowledge, Skills and Talents continuedApplying Knowledge, Skills and Talents to InterviewingTurn to Job Aids page 9 and review Interview Questions using Knowledge, Skills andTalents.Behavioral Interviewing: The best predictor of future behavior is past behaviorStep One: Decide what Knowledge, Skills and talents you are looking for.Examples for the facilitator’s position:Knowledge: Understanding of principles of adult educationSkill: Presentation skillsTalent: Taking initiative, working independently, creativityStep Two: Write a question that asks the interviewee to describe theirunderstanding of knowledge, or a time when they demonstrated a skill or talent.Examples:• Knowledge: Describe three principles of adult education that you believe are themost important and give examples of how you apply them in the classroom.• Skill: At the end of this interview, you will present a 20 minute presentation on a topicof your choice. Please bring your facilitator plan which includes the objectives andoutline of the presentation. If you would like AV, please let us know 48 hours inadvance.• Talent: Describe a time when you had to taking initiative to get a project completed.What challenges did you have and how did you resolve them?YOURTURNIndividually, write three behavioral interview questions for a position you need tointerview for, or for your own position.• Knowledge:• Skill:• Talent:3

4. Making a Request Using OFNR continuedUW Sometimes and Aspiring Supervisor SeriesSteps for Giving Feedback1. Make an observation“I noticed that you came in 10 minutes late today.”• Clearly state what you see• Be specific as per time and context• Eliminate evaluations and judgmentsPause. Give chance to hear what happened. Offer empathetic listening to make sure you understand.2. Describe how you felt• Take responsibility for your feelings“I was frustrated….3. Your needs / or what happed becauseof the behavior (the consequences)“because I covered the front desk until you came and Ineed to be efficient in getting my work done”Are you choosing to connect or disconnect? (internal dialogue) Might say…….“because I covered the front desk until you arrived. Idepend on you to serve our customers during our openoffice hours.”Pause again. Offer empathetic listening again if appropriate.4. Check for clarity “What do you understand I’m saying?”“What do you understand our procedure is……..?”5. Make a request.• People always have a choice• Ensure that consequences of theirchoices are clearYOURTURN“Would you be willing to come at ___from now on?”“Would you be willing to call me if something comes upand you’ll be more than 5 minutes late?”Drafting Feedback for Someone I Work With1. Make an observation “I noticedPause. Give chance to hear what happened. Offer empathetic listening to make sure you understand.2. Describe how you felt “I was3. Your needs / or what happed because ofthe behavior (the consequences)“becausePause again. Offer empathetic listening again if appropriate.4. Check for clarity “What do you understand I’m saying?”5. Make a request. “Would you be willing“Are you able toIn the same pairs,Take turns offering your feedback to each other:React as if you were really in this situation.5