Coach others in job skills learner guide by Glenn Kelly

Coach Others in Job Skills Learner Guide ÂŠ The Gordon, 2014 All requests and enquiries regarding use and availability should be directed to: Hospitality, Tourism, Events and Cookery The Gordon Private Bag 1 Geelong Mail Centre VIC 3221 Ph: 5225 0730 Created: May 2014 File name: Coach others in job skills Learner guide.docx

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Coach others in job skills learner guide I The Gordon

Contents

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What is this unit about? This unit describes the performance outcomes, skills and knowledge required to provide onthejob coaching to colleagues. It requires the ability to explain and demonstrate specific skills, knowledge and procedures and to monitor the progress of colleagues until they are able to operate independently of the coach. This unit has no parity with units in TAE10 Training and Education Training Package, but covers the situation in workplaces where buddy systems and informal onthejob training are extremely common.

Employability skills The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.

Application of the unit This unit applies to all tourism, hospitality and event sectors. It applies to experienced operational personnel and to supervisors and managers who informally train other people in new workplace skills and procedures.

Elements

Performance criteria

1. Prepare for on the job coaching

1.1Identify the need for coaching based on a range of factors. 1.2Identify specific coaching needs through discussion with colleague and organise coaching sessions.

2. Coach colleagues on the job

2.1 Explain the overall purpose of coaching to colleague. 2.2 Explain and demonstrate the specific skills. 2.3 Communicate required knowledge and check colleague understanding. 2.4 Advise organisational procedures for completing workplace tasks. 2.5 Provide colleague with opportunity to practise the skill and ask questions. 2.6 Provide feedback in a constructive and supportive manner.

3. Follow up coaching

3.1Monitor progress of new workplace skills and provide supportive assistance. 3.2Report progress to the appropriate person. 3.3Identify performance problems or difficulties with the coaching and rectify or refer to the appropriate person for follow up.

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Required Skills and Knowledge This section describes the skills and knowledge required for this unit.

Required skills • communication skills to:  develop rapport  show sensitivity to the colleague  use active listening and open questioning techniques to confirm understanding of job tasks • initiative and enterprise skills to observe the colleague and provide assistance without their request • literacy skills to:  read and interpret workplace documentation completed by colleague  numeracy skills to calculate adequate time required for coaching and the colleague to complete required tasks • planning and organising skills to complete own work tasks within designated timelines and simultaneously coach others in their job skills • problem-solving skills to identify and resolve deficiencies in the skills and knowledge of colleagues • self-management skills to take responsibility for colleague coaching • teamwork skills to pass on organisational knowledge to colleague

Required knowledge

• objectives and scope of the coaching • the key principles of training:  explanation  demonstration  review  listening to trainee explanation  observing and evaluating trainee demonstration  providing feedback

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Range Statement The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. Factors may include: • direction from colleagues • own observation and workplace experience • request for coaching from colleague to be coached Coaching sessions could be conducted in a range of contexts, including: • before or after work • in a simulated location away from the actual workplace • onthejob during work hours Skills to be coached are generally those not requiring formal or extended training sessions, but short, commonlyused tasks, such as: • customer service skills • selling or promoting products and services • technical or practical skills, such as operating equipment, making something or completing documentation Required knowledge refers to the essential knowledge required to carry out tasks or undertake skills effectively, such as: • ingredients or components of items • knowledge of products or services • legislative, work health and safety and hygiene requirements • principles underpinning skills, such as communication and selling • reasons for undertaking various tasks Performance problems or difficulties may be due to: • • • •

breakdown in communication inappropriate circumstances for coaching insufficient opportunity to practice language or cultural barriers

• shyness or lack of confidence

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Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment Evidence of the ability to: • provide supportive on-thejob coaching and provide constructive feedback Critical aspects for assessment and • clearly communicate and demonstrate the workplace evidence required to demonstrate tasks required of the colleague competency in this unit • integrate knowledge of the key principles of training • complete coaching activities within commercial time constraints to ensure the colleague is effective. Assessment must ensure use of: • a real or simulated tourism, hospitality or event industry Context of and specific resources for environment with colleague requiring coaching assessment • work tasks to coach others in • a colleague with whom the individual can interact. A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: • direct observation of the individual coaching a colleague in a required work skill • role plays to assess the individual’s ability to use:  active listening and open questioning techniques to confirm understanding of job tasks  key training techniques Method of assessment • use of problem-solving exercises so the individual can suggest ways of resolving performance problems or difficulties • written or oral questioning to assess knowledge of key training principles • review of portfolios of evidence and thirdparty workplace reports of onthejob performance by the individual. The assessor should design integrated assessment activities to holistically assess this unit with other units relevant to the Guidance information for assessment industry sector, workplace and job role, for example: SITXCOM201 Show social and cultural sensitivity SITXMGT401 Monitor work operations.

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Prepare for on the job coaching Coaching is a very valuable workplace competency. Coaching another person means you need to be aware of your own skills and knowledge, strengths and weaknesses. People don’t usually discuss the areas they need to work on as they see them as making them weak and vulnerable. Some people think that being weak in one aspect makes them weak overall. The key is to work on your weaker points and if possible, turn them into strengths, processes and techniques change people need coaching to assist them to achieve a quality outcome. Being a coach in the workplace is a very important role, without coaches the whole team might not reach their full potential. Businesses gain a lot more from workers, supervisors and leaders who take responsibility for what they don't know than from people who pretend to know everything. Sometimes people don’t see what skills they do and don’t bring to a job. People who don't know their strengths and weaknesses actually tend to overestimate themselves. Research and personal experience shows that poor self-awareness leads to poor performance and, frequently, job loss/ termination. Whether you admit to your weaknesses or not, those around you still see them. The result: trying to hide a weakness actually magnifies it, leading to a perceived lack of integrity and, ultimately, a loss of trust. Knowing yourself helps you use your strengths better, develop new ones where you can, and avoid or compensate for areas where you are unskilled or just plain unsuited. The simple truth is people who know themselves better, do better.

Diagnosing Dependency You may have encountered more indicators where coaching may be needed. Here are four: Lack of Initiative: Your people rely on you to get things rolling rather than risk making a mistake or failing. Lack of Confidence: You notice that people tend to ask you to do things for them instead of making decisions and taking action. Lack of Thoughtfulness: When there is an issue or a problem, people come to you for an answer vs. working through things and offering a possible solution. Lack of "Future Thinking": Both problems and opportunities slip through the cracks as a result of an inability to see the big picture or how things will play out, given certain circumstances.

Chef I know you coached Fred ….and the task was Applying First Aid, I just can’t believe the medical bill for it!

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Introduction Coaches can focus on improving tasks, or hard skills, but they also need to analyse and possibly improve the communication skills, often called soft skills of the person they are to coach. These communication skills are important in getting the right message through to the person being coached and important for the coach to be able to pin point the parts that need improving.

So can everyone be coached? Circle the answer that you think is true: YES or NO?

Good Choice Not everyone can be coached, those who are â&#x20AC;&#x2DC;uncoachableâ&#x20AC;&#x2122; often think they have no performance issues and if there is one, believe everyone else is the cause. In these cases, coaching isn't a very good option to produce positive results. It's like one person dragging another to counselling in the hope that the counsellor can "fix" the person â&#x20AC;&#x201C; it never works. The sticking point here is a mindset that doesn't allow someone to reflect/think about their own behaviour. Are they able to create a desire to change, or see their personal responsibility in a relationship/role. So, forcing someone into a coaching relationship isn't the best organisational solution for certain issues and people!

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Which words fit in the spaces below? Active, rapport, complete, problem-solving Communication skills for coaches are the ability to: • develop ________________________ with the person/people who requires coaching • show sensitivity to the colleague/person. • use _______________listening and open questioning techniques to confirm their understanding of job tasks. • apply _____________________skills to identify and resolve deficiencies in the skills and knowledge of colleagues. • identify your self-management skills to take responsibility for coaching your colleague/s. • utilise teamwork skills and the ability to pass on organisational knowledge to colleague/s. • Plan and use organising skills so you can ____________________your own work tasks within designated timelines and simultaneously coach others in their job skills. The service industries are people centred, so focussing on tasks, and forgetting communication, doesn’t make the business or team relationships better.

The coaching process 1. Identify the need for coaching. 2. Identify specific coaching needs through discussion with colleague and organise coaching sessions. 3. Explain the overall purpose of coaching to colleague. 4. Explain and demonstrate the specific skills. 5. Communicate required knowledge and check colleague understanding. 6. Advise organisational procedures for completing workplace tasks. 7. Provide colleague with opportunity to practise the skill and ask questions. 8. Provide feedback in a constructive and supportive manner. 9. Monitor progress of new workplace skills and provide supportive assistance. 10. Report progress to the appropriate person. 11. Identify performance problems or difficulties with the coaching and rectify or refer to the appropriate person for follow up. We live in a very competitive culture. Few leaders, and people who want to be leaders, try to appear as if they know everything, all the time. If you analyse it they believe that if they don't, people will question and even challenge their capability and then, undermine their leadership and make them feel ineffective. In fact, the opposite is often true. Tovey (2001) suggests there are four parts to understanding coaching: • It is process which must be applied in a logical , systematic way to achieve results • The aim of coaching is to improve performance to an agreed level or higher • Coaching is about securing long-term continuous performance improvement on top of existing performance • It is focused on the development of positive relationships between people

1. 1 Identify the need for coaching based on a range of factors Page 10 of 30

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What are the factors?

• The coaching situation could be as a result of a request from a colleague, supervisor or colleagues • It could be from your own observations and workplace experiences, you may suggest that you can help • It may be a request for coaching from a colleague who says that they need to be coached. • You will also need to use your initiative and enterprise skills to observe the colleague and provide assistance without their request

Think: Making a statement keeps your mind active. Asking the right question brings your listener's mind to life.

Six Steps to Being an Effective Coach Stop fixing everyone's stuff- ups and problems. As a coach, the next time someone brings you a problem, stop. Do nothing. Then... help them to fix it through coaching.

___________________________________________________________________________ ___________________________________________________________________________ ______________ Fixing things for people just means they don’t know what to do to stop it happening again! 1. Ask for more information use open-ended questions. You probably already know the answers to the question. However, the trick is to click a ‘brain’ switch so it triggers a bigger question instead of an answer. An easy way to develop your questioning habit is to think of yourself as an investigative journalist and start your questions with:

What, when, where, who, why and how

2. Use a ‘bonus’ or extended question it will automatically ‘buy’ you some time and help you to gather more information: "Tell me more about that?" What are some other extended questions? List 2: _________________________________________________________________________ _________________________________________________________________________ ____________

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3. Listen and let silence happen. (That means ‘be quiet, don't speak.’). You'll be surprised at how much you can learn by just listening. Once the other person stops talking, give them space to say more. You'll discover that this information will reveal more than the first and often gives them the self-revealing "Aha!" needed. In which case, you'll be their hero! Why is silence so good at this stage in your coaching process? _________________________________________________________________________ _________________________________________________________________________ ____________ 4. Ask for More. When your person's responses and enthusiasm starts to fade, that's your cue to ask another open-ended question. Ask it about something they've just told you – a follow up question. Ask anything that will help them to continue exploring their issue. You can't really ask a "wrong" question. 5. Support, give "it" a go. Your Q & A process will help them to generate ideas and actions – a way to go forward to make them feel more comfortable in fixing their issues as they see them. This is where you help them stretch by suggesting, "Do you want to give that a try and let me know how it's going?" What may happen if it doesn’t go well? _________________________________________________________________________ _________________________________________________________________________ ____________ Think: You've now helped someone to develop more confidence in themselves, built trust in your mutual relationship, and created a little more time for your own strategic thinking while they're working on the agreed-upon action. If you are spending more of your life answering than asking, you may be working way too hard. You may also be making yourself indispensable in your current job. That may work well if this is where you want to spend the rest of your career and, if the job doesn't go away.

Here's What It Takes An effective -employee coaching relationship includes these elements: Page 12 of 30

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• Self-Direction: The employees begin identifying aspects of learning needed and rely on the manager for support when necessary. • Self-Responsibility: The coach encourages employees to make decisions through reflective questions. • Focus on Learning: Employees develop new skills with the support of their coach, then set new goals and identify gaps against standards.

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1. 2 Identify specific coaching needs through discussion with colleagues and organise coaching sessions

• Set objectives and scope of the coaching • Organise the timing and location of the coaching sessions - they are important factors in achieving coaching success.

All objectives should be SMART – Specific, measurable, achievable, realistic and time-framed Just try writing one line as to what you would like to achieve through coaching someone else. _________________________________________________________________________

Coaching can occur: • before or after work • in a simulated location away from the actual workplace • and/or onthejob during work hours.

Step One - Identify the need for coaching We all have colleagues, employees, and friends with similar goals and values. You can be a coaching by leading the other person through their performance gap analysis, if they feel comfortable. By objectively and constructively analysing what performance is expected in the workplace you actually reinforce the business’ quality standards – for products and employee performance. Resulting in some "aha!" moments. Try some of these questions in small groups: Did it work or make you laugh? What else could you say? "Do you see a problem or difficulty? ___________________________________________________________________________ _______ "What makes the problem worse?" ___________________________________________________________________________ _______ "Are you getting the results you want?" ___________________________________________________________________________ _______ Page 14 of 30

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"What factors help the situation?" ___________________________________________________________________________ _______ "What needs to change, improve, or happen differently?" ___________________________________________________________________________ _______

"What kind of action do you need to take to make things better?" ___________________________________________________________________________ ______ "What kind of action do you plan to take?" "When will you start?" ___________________________________________________________________________ ______ "What kind of help do you need from me?" ___________________________________________________________________________ ______ You need to complete is the purpose of the coaching to identify what needs to be done – a new process or procedure that needs to be implemented to new people. Is it linked to an industry process that they don’t know, is it linked to practice so that they get the product prepared/job done in a timely fashion? Do they need more? You also need planning and organising skills to complete your own work tasks within designated timelines and simultaneously coach others in their job skills.

A Coach’s Communication Skills For coaching to be successful and achieved the desired outcome, the coach needs to use the following skills: • asking • listening • showing respect Coach others in job skills learner guide I The Gordon

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• being specific • provide positive reinforcement

Asking The skill of asking is used to assist the coach to develop information about the issue. This skill requires the use of open or closed questions. By asking effective questions, it is possible to obtain concise and relevant information. The coach may use questions, e.g. what, why and so on, or directives, e.g. tell me about…

Listening Having asked the question, it is important that the coach listens to the answers/responses given. To ensure you have understood the answers/responses, you should: • Summarise what the staff member has said. • Ask the staff member to acknowledge that you have restated their answers/responses accurately.

Show respect The coaching relationship is dependent on the mutual participation of both parties. This is encouraged by showing respect. Showing respect includes choosing the appropriate physical environment, timing and location, as well as the language and behaviours. The coaching relationship should not be one sided.

Be specific This skill involves the coach focusing on a specific way to improve the performance. The coach and the employee need to develop an understanding of what is being discussed. To do this, the coach needs to give recent examples of the staff's performance. By being specific about the problem, both parties are better able to find solutions. This includes obtain agreement. This skill involves both parties stating what has been agreed and making a commitment to the agreement.

Positive reinforcement Positive reinforcement is used to confirm that the coach believes that as a result of the coaching session, the employee will be committed to the agreement and follow through on what has been agreed upon.

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Coach colleagues on the job 2.1 Explain the overall purpose of coaching to colleagues The key principles of coaching and training are: • explanation • demonstration • review • listening to trainee explanation • observing and evaluating trainee demonstration • providing feedback

Three main types of coaching They are:

Skills Coaching: Is the issue about specific skills such as selling, presenting, dealing with customers, handling inquiries etc.? If so, the solution will have a training element involved. The coach will need content expertise to train in skill-building while coaching to ensure the agreed level of proficiency. This isn't a situation where a series of reflective questions are helpful. After all, the person being coached doesn't know what (s)he doesn't know. Performance Coaching: This is what we usually see when it's time to help improve someone's performance in a current organisational role. Often, the desired improvement comes as a result of a feedback process. Performance Coaching is normally linked to acquiring or sharpening specific skills or behaviours. It can also be to eliminate issues that prevent someone from being effective in their job. Questioning is an integral part of the process and may be supplemented with suggestions such as, "Here are two or three ways you could approach this." Developmental Coaching: Reflective learning is the order of the day here. The objective is to enable the person to gain increased self-perspective and awareness, especially when it comes to job activities in the organsation. Developmental coaching may, quite literally, consist only of questions. It's the responsibility of the one being coached to connect the heart and mind; then, examine themselves in the context of the organisational systems and processes.

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Coaching Tips (in the spaces provided use the example from class) 1. Take time to accurately diagnose the situation. This means start the coaching conversation using open-ended questions. Think about what they say and donâ&#x20AC;&#x2122;t say in their answers. Recording their answers can help both of you to recognise behavioural patterns through their own answers to well thought about questions. _______________________________________________________________________ _______________________________________________________________________ 2. Ask the unexpected question.

How often have you experienced that feeling of being stuck with no apparent options to escape a situation? This bumps up the stress level. The secret here is for the coach to create brainstorming questions that will generate alternatives to the current situation. _________________________________________________________________ _________________________________________________________________ ____________ 3. Get really, really clear about goals.

We've all experienced goal-setting of some sort. However, for a goal to be really useful it needs to be meaningful to the individual. Dedicate significant time to working with clients to refine their goals and sign off on them. (I have them physically sign a document. It increases a sense of accountability). _______________________________________________________________________ _______________________________________________________________________

4. Initiate options. New coaches sometimes rush through this and quickly offer advice. (Hey, it's a lot easier to say, "Do this." Of course, the coach has just taken ownership of the solution). Effective coaches take time to ask questions that allow the client/employee to come up with some new options that will lead to action and new behaviour. Only when options come from the client will you get real commitment to change. The loudest statement a coach can make is by quietly asking a question, then remaining silent. _______________________________________________________________________ _______________________________________________________________________ Page 18 of 30

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5. Help evaluate options. Work with the client/employee to develop a set of criteria to evaluate the different options. What investment (energy, money, time,) is needed to put a specific option into practice? _________________________________________________________________________ _________________________________________________________________________ ____________ 6. Design an action plan. Gee, how mundane, eh? Spending time identifying how a goal will be reached will pay off big time if any glitches are experienced. All you have to do is backtrack and see where things went off track. Also, the plan needs to have a "Here's how you'll know you're successful" element. Coaches help people celebrate; make sure you know when to hold the party.

_________________________________________________________________________ _________________________________________________________________________ ____________ 7. Encourage momentum. Sometime cheerleader, sometime nag; we all need someone to keep us on track. Use phone calls, emails, water cooler conversations, whatever it takes. Remember, it's about moving toward a goal or some kind of change. And you'll enjoy being part of the celebration." _______________________________________________________________________________ _______________________________________________________________________________

2.2 Explain and demonstrate the specific skills What are some specific skills that someone may need to develop further? customer service skills selling or promoting products and services technical or practical skills, such as operating equipment, making something or completing documentation. How would you coach someone to ... (Choose a task or skill and explain how you would start the coaching process) Coach others in job skills learner guide I The Gordon

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2.3 Communicate required knowledge and check colleague understanding What do people ask for when being coached? • ingredients or components of items • knowledge of products or services • legislative, work health and safety and hygiene requirements • principles underpinning skills, such as communication and selling • reasons for undertaking various tasks

Four Good Questions to Get You There 1. 2. 3. 4.

What do you consider the fundamental thing that we should be trying to achieve? If you had the sole choice, what would you most like to see happen now? Can you think of three specific areas that concern you about this issue? What else is causing you to worry about this?

Questions help people clarify what may be fuzzy or difficult to discuss. Asking--then listening--will help you become a trusted colleague and interpersonal leader.

2.4 Advise organisational procedures for completing workplace tasks Why is it important to include workplace procedures when coaching a person to complete certain tasks? Briefly explain.

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2.5 Provide colleagues with opportunity to practice the skill and ask questions Coaching - your Style 1.

Develop and stick to the belief that people probably have the answers to many situations within them and that your job is to help their insights to emerge.

Give all of your conversations a clear purpose and clear outcome: "What's the issue and how will you know that you've made progress?

Forget about being right and having the best, or only, â&#x20AC;&#x2DC;correctâ&#x20AC;&#x2122; point of view. Even if you have more experience than the person you are coaching (you probably will), that person has a set of experiences that can add to or refine the issue.

Quiet your mind and then listen without judgment and without the filter of your own beliefs, values, opinions and ideas. This is difficult; you'll also learn a lot and hear things you never heard before.

Give coaching and listening your full attention; no distractions and no interruptions. It's a big help if you simply move away from the computer monitor on your desk.

Silence is really good. Listen with all your senses including--especially-- your intuition.

Ask open-ended questions that expand the though process: what, how, who, when, where, what kind? Some will say "avoid 'why'?" because it can be "accusatory or threatening. Yes, it can. It can also force a person to examine whether or not the issue has a real purpose.

Play back what is being said using their words, not yours.

Notice body language, tone of voice and what is not being said.

10. Ensure that there is a clear, timed action with accountability to move things ahead; offer further support if needed.

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2.6 Provide feedback in a constructive and supportive manner When you're watching or listening to someone: â&#x20AC;˘ â&#x20AC;˘

Use your imagination and similar past situations to give you clues about what the other person is feeling and experiencing. Imagine that you are the other person. What might your needs be?

When people talk with you about what's on their minds it's common to hear them talk around the topic instead of getting to the heart of the matter. (Often, they don't know what the heart of the matter is; they just know how they are feeling). Here are four questions that will make you helpful: (try you own examples in the spaces provided) "Can you explain three things that really concern you about this issue?" ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________ "If you had the choice, what would you most like to have happen now? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________ "What do you think is the single thing that would help you most?" ___________________________________________________________________________ ___________________________________________________________________________ ______________

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"What are some other aspects of this that are also worrying you? ___________________________________________________________________________ ___________________________________________________________________________ ______________ Once you've picked up some solid information, summarize what you think you've understood. Then, pause and ask: "What do you think would be most useful to do next?" Why do you offer feedback on performance? What are the benefits/outcomes? Give an example for each of the following: Positive unconditional feedback – feedback you give employees just for being themselves. ___________________________________________________________________________ ___________________________________________________________________________ ______________ Conditional positive feedback – feedback you give to a person who has done something that you want. ___________________________________________________________________________ ___________________________________________________________________________ ______________ Unconditional negative feedback – feedback given to people regardless of whether they do right or wrong. ___________________________________________________________________________ ___________________________________________________________________________ ______________ Conditional negative feedback – feedback for a specific action or lack of it (also called constructive feedback). ___________________________________________________________________________ ___________________________________________________________________________ ______________ Page 24 of 30

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Follow up coaching 3.1 Monitor progress of new workplace skills and provide supportive assistance Does the person want: • To hear critical information and facts? • To know your opinion on an issue? • To get help with generating alternatives to a situation? • To know how you went about doing something? • To check out his or her reasoning on a decision?

The coaching follow up meeting Stages to make the conversation easier:

Getting Started • What’s happened since our last meeting? • Tell me a little of what’s going on right now. • What's important for you to focus on today? Exploring Issues • How is that related to your key goals? • What does ______really mean to you? • Tell me a little more? • What do you think explains that? • What is your gut feeling about this? Identifying What Is Most Important • What is most significant for you in all of this? • Exactly why is this a problem? • Could that (issue) be a symptom rather than a cause? When You Need to Re-Focus • Why is that important? • Is this where you want to invest your energy? • May I offer an observation? When You Sense the Readiness for Action • What, specifically, do you want to have happen? • How can I help? • How will you know you've been successful? There are more situations and more questions, but this will hopefully help managers see the pattern within the questioning nature of coaching. It really can feel genuinely uncomfortable at the outset.

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3.2 Report progress to the appropriate person Why is it important to communicate to others the outcome of the coaching process?

___________________________________________________________________________ ___________________________________________________________________________ ______________

3.3 Identify performance problems or difficulties with the coaching and rectify or refer to the appropriate person for follow up Some issues can be caused by :

• • • • •

A breakdown in communication inappropriate circumstances for coaching insufficient opportunity to practise language or cultural barriers shyness or lack of confidence

What would you do? Briefly choose one issue and explain you actions:

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Revisiting the Four Characteristics of Coachability Considering the impact on coaching around these four attributes: (What would you do when coaching?) 1. Committed to Change. • Individuals who don't think they're perfect, want to improve, exhibit responsibility for their lives, and are willing to step outside of their comfort zones are good candidates for a successful coaching relationship. • Has something changed? ________________________________________________________________________ ________________________________________________________________________ ______________ ________________________________________________________________________ ________________________________________________________________________ ______________ 2. Open to information about themselves. • Be willing and able to listen and hear constructive criticism without being defensive; then, synthesize their coach's suggestions with their own personal reflections on the issue. • Willing to engage in topics that may be uncomfortable but are getting in the way of their professional development; talks about "what's really going on" so the coach can have a complete and honest picture of the total situation. • Do they still feel comfortable with you as a coach? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ________________________ 3. Appreciate New Perspectives.

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People who get excited about hearing someone else's take on a situation and figure out how to learn from it can really benefit from coaching. • Do they think they know it all now? _________________________________________________________________________ •

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ________________________ 4. Awareness about one's self and others. • Coachable people already have at least a fair amount of awareness about themselves. Equally important, they use it to reflect on their behaviour and how it impacts other people in the range of situations that come their way. • Are they no longer aware of their performance issues? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ___________________________________

Performance coaching requires: Adult learning principles •

Adult learners have life experience - they have more life skills

•

Adult learners like to have their knowledge and experience recognised. Generally, they will contribute more to discussion and enjoy group work.

•

Adult learners may take longer to learn new skills or to understand things, however, when they do, they will remember it better.

Easy to understand information •

Always establish what the trainees already know about the topic (this also satisfies adult learning principles). Make this your starting point.

•

Teach to the trainees level of understanding, not yours.

•

Take the trainees through the session one step at a time.

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•

Give the trainees lots of examples they understand.

Motivation •

For good learning to take place, the trainees must WANT to learn.

•

If trainees are motivated, they will learn faster and better.

• If we do not train to the trainees level of understanding or make the training fit in with their needs, we will quickly lose the trainees motivation. •

As trainers, WE must motivate the trainees, but WE must also be motivated.

Active learning •

"Tell me and I will forget, show me and I may understand, let me do it and I WILL LEARN."

•

Trainees will learn faster and better when they are actively taking part in the learning.

•

Sessions should include strategies for active involvement.

Multi-sense learning helps to commit change to memory 1. Sight 2. Hearing 3. Smell 4. Touch 5. Taste Learning that uses 2 or more senses will be better remembered than learning that uses one sense only (if you tell them something, show them as well and/or use a visual aid to reinforce what you are saying). Practice 1. When teaching a new skill to trainees, give them plenty of time and opportunities to practice the skill 2. The more practice that they have at this skill, the better they will become and the more they will remember. 3. Allow them to ask questions while they practice 1. Give help and advice when needed and allow them to make mistakes because they will learn from this.

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