On the job training by Jaime Lavid

How to Perform On-the-job Training

Compiled by Dean Amory

How to Perform On-the-job Training

What every Coach should know about Skills Coaching Professional OJT Training Program

Composed by Dean Amory

Title: How to Perform On-The-Job Training Compiled by: Dean Amory Dean_Amory@hotmail.com Publisher: Edgard Adriaens, Belgium eddyadriaens@yahoo.com ISBN: 978-1-291-43473-6 © Copyright 2013 Edgard Adriaens, Belgium, - All Rights Reserved.

This book has been compiled based on the contents of trainings, information found in other books and using the internet. It contains a number of articles and coaching models indicated by TM or © or containing a reference to the original author. Whenever you cite such an article or use a coaching model in a commercial situation, lease credit the source or check with the IP -owner. If you are aware of a copyright ownership that I have not identified or credited, please contact me at: eddyadriaens@yahoo.com

Index How to Perform On-the-job Training ....................................................................................3 Index........................................................................................................................................5 On-the-job training................................................................................................................10 1. General Introduction .........................................................................................................10 1.1 The main methods of one-the-job training include:....................................................10 1.2 Advantages and disadvantages....................................................................................11 2. Professional Coaching.......................................................................................................12 2.1 General Framework of a Professional Coaching Program.........................................12 2.2 Coaching Conversations and Laser Coaching ............................................................12 Coaching Conversations ...............................................................................................12 Laser Coaching .............................................................................................................14 2.3 Core Coaching Skills: the 20% that gets 80% of the results.......................................14 2.4 Action Learning ..........................................................................................................14 What is Action Learning? .............................................................................................14 3. A Coaching Culture .........................................................................................................16 3.1 Definition ....................................................................................................................16 3.2 10 steps to building a coaching culture .......................................................................16 4. A Comprehensive Program to Deliver On-The-Job Training...........................................19 4.1 Scope of the Study: .....................................................................................................19 4.2 Models of OJT ............................................................................................................19 A prototypical procedural model of OJT from the literature includes these steps: ......19 4.3 Description of a new cognitive model for OJT...........................................................20 A Holistic Model...........................................................................................................21 4.4 The importance of using a large repertoire of strategies.............................................21 4.5 OJT Practices Reported by Coaches ...........................................................................22 4.6 Descriptive Results .....................................................................................................23 1. What you expect is what you get ..........................................................................23 2. Trainers have to know what they are talking about ..............................................23 3. Creating Learning Organizations ...........................................................................24 4. How People Learn.................................................................................................24 5. Ask, Don’t Tell .....................................................................................................24 6. Make Learning Fun...............................................................................................24 7. Make Sure Trainees Feel Comfortable .................................................................25 8. Get product knowledge to a higher level ..............................................................25 9. Be creative in your communication with trainees.................................................26 10. Make Learning Fun...........................................................................................26 11. Hand the initiative over to the trainees .............................................................26 12. Use Open Questions And Interruptions To Keep Trainees Alert .....................27 13. Get Everyone Involved ....................................................................................27

5. Coaching Tips ...................................................................................................................29 5.1 General Training Tips .................................................................................................29 Coaching Tip 1 - Planning ............................................................................................29 Coaching Tip 2 - General Tips......................................................................................30 Coaching Tip 3 - Induction training tips:......................................................................30 Coaching Tip 4 - A Simple Tool to Ask for Feedback .................................................30 Coaching Tip 5 - Basic Guidelines to Reframing — to Seeing Things Differently ....31 Coaching Tip 6 - Use The Art of Challenge .................................................................32 Coaching Tip 7 - Stimulate Self Coaching: ..................................................................32 Coaching Tip 8 - How to Set Clear Agreements .........................................................32 Coaching Tip 9 - Acknowledge training and development achievements....................33 6. A Guide to Coaching in the Workplace ............................................................................35 6.1 Introduction.................................................................................................................35 6.2 Glossary of Terms......................................................................................................36 6.3 What is Coaching? ......................................................................................................37 Other types of training ..................................................................................................37 Using other types of training to introduce a new system ..............................................37 6.4 The Benefits Of Training ...........................................................................................38 6.5 A Systematic Approach To Training ......................................................................40 6.6 The Connection Between Training And Coaching .....................................................51 6.7 Training Methods........................................................................................................52 6.8 The Three Stages Of The Coaching Process...............................................................53 6.9 Learning Styles ...........................................................................................................54 How does a trainee’s learning style relate to the coaching style?.................................54 More Information about Kolb Learning Styles.............................................................55 Kolb’s experiential learning theory (learning styles) model.........................................56 Kolb's model therefore works on two levels - a four-stage cycle: ................................56 Diagram of Kolb’s learning styles ................................................................................57 Learning Styles .............................................................................................................57 Our learning style is a product of these two choice decisions: .....................................58 Kolb’s learning styles - matrix view .............................................................................59 Kolb learning styles definitions and descriptions .........................................................59 Relationships between Kolb and other behavioural/personality theories .....................60 Honey and Mumford’s variation on the Kolb system...................................................61 Factors that influence learning and motivation.............................................................63 6.10 How to Prepare for Coaching...................................................................................64 Finding out trainee information ....................................................................................64 What information the trainee expects from you............................................................66 What will the coaching consist of? ...............................................................................66 Writing learning objectives ...........................................................................................68 Matching coaching methods to objectives ....................................................................69 Matching methods to objectives ...................................................................................69 When should the coaching take place? .........................................................................70 How do I prepare the trainee for learning? ...................................................................70 6.11 Listening – An Essential Communication Skill........................................................71 Listening techniques .....................................................................................................71 Checklist for listening techniques .................................................................................71 The Effective Listener...................................................................................................72 A good listener does . . .................................................................................................72 A good listener does not . . ...........................................................................................73 How to help put the trainee at ease and establish rapport? ...........................................73 6

How do I prepare myself to conduct the coaching?......................................................73 6.12 Introducing The Coaching Session ...........................................................................74 6.13 Demonstrating The Task ...........................................................................................75 Demonstrating a manual versus procedural task...........................................................76 6.14 Monitoring Trainee’s Progress towards Competence ...............................................78 What is involved in the process of monitoring? ...........................................................78 How to monitor the trainee after demonstrating? .........................................................78 6.15 Being Observed........................................................................................................78 6.16 Monitoring Progress By Observation .......................................................................79 How to monitor the trainee’s performance? .................................................................79 6.17 Constructive Feedback..........................................................................................80 Generally, constructive feedback has the following seven factors: ..............................80 6.18 Evaluating Feedback .................................................................................................84 6.19 How Do I Consolidate The Trainees Learning .....................................................85 6.20 What next? ............................................................................................................85 6.21 The Coaching Process - Appendices.........................................................................86 EXAMPLE OF A PRO FORMA FOR INITIAL ASSESSMENT...............................86 EXAMPLE OF PRO FORMA FOR CREATING TRAINEE INTEREST..................86 EXAMPLE OF PRO FORMA FOR COACHING SESSION......................................86 STANDARD KNOWLEDGE ......................................................................................86 POINTS TO CHECK PRIOR TO COACHING...........................................................86 POINTS TO CHECK WHEN INTRODUCING THE COACHING SESSION..........87 POINTS TO CHECK DURING THE COACHING SESSION ...................................87 POINTS TO CHECK WHEN PROVIDING CONSTRUCTIVE FEEDBACK ..........87 SOME GUIDELINES FOR DEVELOPING LEARNING SKILLS............................87 POINTS TO CHECK WHEN CONSOLIDATING THE TRAINEE'S LEARNING..88 HO TO COACH............................................................................................................88 7. Coaching Skills for On-the-Job Trainers ..........................................................................90 7.1 Scope of the document................................................................................................90 7.2 Strategy .......................................................................................................................91 7.3 The OJT Team ............................................................................................................91 7.4 Parameters of a structured training program..............................................................92 7.5 Working with supervisors for successful implementation ..........................................92 7.6 Selecting and preparing coaches .................................................................................93 Selection and Training ..................................................................................................94 Some of the characteristics that make a good coach are (Leach, 1996) .......................94 7.7 Trainees' role in on-the-job training programs............................................................95 Trainees’ responsibility in the relationship ...................................................................95 Setting trainee prerequisites ..........................................................................................95 Evaluating trainee performance ....................................................................................96 Granting company certifications to trainees .................................................................96 7.8 Developing and/or selecting training materials ..........................................................97 7.9 Implementation of the OJT Program ..........................................................................97 7.10 Evaluating the program .............................................................................................98 7.11 Summary ...................................................................................................................99 7.12 References .................................................................................................................99 8. Guide To Conducting A Coaching Skills Workshop For On-The-Job Training ............100 8.1 Goal of this Workshop ..............................................................................................100 8.2 Objectives..................................................................................................................100 8.3 Unit Objectives: ........................................................................................................101 7

8.4 Workshop Topics ......................................................................................................102 8.5 Pre-class Preparation.................................................................................................103 Items on the following checklist should be taken care of before each session. ..........103 8.6 Workshop Evaluation................................................................................................104 8.7 Coach’s Notes for Coaching Skills Workshop for OJT ............................................104 8.8 Welcome and Introductions ......................................................................................104 8.9 Unit 1: What is a Coach? ..........................................................................................105 WWIFM? - What is in it for me? ............................................................................106 8.10 Unit 2: The Coach/Trainee Relationship ................................................................106 Communication...........................................................................................................106 val·i·date .....................................................................................................................107 Listening......................................................................................................................107 Good listeners .............................................................................................................107 Asking Good Questions ..............................................................................................108 Types of Questions......................................................................................................108 Giving Feedback .........................................................................................................108 Responsibilities ...........................................................................................................109 8.11 Unit 3: Coaching Adults .........................................................................................110 The Cone of Learning .................................................................................................111 8.12 Unit 4: Preparing a Training Outline ......................................................................112 A practical training outline: ........................................................................................112 How to Make a Training Plan: ....................................................................................112 Why do you need a training plan? ..............................................................................113 How to develop a training plan ...................................................................................113 8.13 Unit 5: Coaching Practice .......................................................................................117 8.14 Unit 6: Wrap-up ......................................................................................................117 8.15 Power Point Slides for Coaching Skills Workshop for OJT...................................118 9. Coaching Skills Workshop For On-The-Job Training ....................................................145 9.1 Coaching Skills Workshop Plan ...............................................................................145 9.2 Expectations ..............................................................................................................146 9.3 OJT Coaching Pre-assessment ..................................................................................146 9.4 Why Structure On-The-Job-Training? ......................................................................146 9.5 Unit 1: What Is a Coach? ..........................................................................................146 Successful Coaching ...................................................................................................146 Coaching Readiness Self-Assessment ........................................................................147 Characteristics of a Good Coach.................................................................................148 Super Coach or Blooper Coach? .................................................................................149 WIIFM (What’s in it for me?).....................................................................................149 9.6 Unit 2: The Coach/Trainee Relationship ..................................................................150 Establishing a Relationship.........................................................................................150 Effective Communication ...........................................................................................151 The Communication Process ......................................................................................151 Listening Skills ...........................................................................................................151 Asking Good Questions ..............................................................................................152 1. Closed-Ended Questions .........................................................................................152 2. Open-Ended Questions ...........................................................................................152 Giving Feedback .........................................................................................................153 Feedback Techniques ..................................................................................................153 Effective coaches ........................................................................................................153 Informal Versus Formal Feedback..............................................................................153 Communication Skills Summary ................................................................................154 8

Responsibilities ...........................................................................................................154 9.7 Unit 3: Coaching Adults ...........................................................................................155 Characteristics of Adult Learners ...............................................................................155 Effective Coaching......................................................................................................157 Effective Coaching Activity........................................................................................157 Common Training Errors ............................................................................................158 Effective Assessment ..................................................................................................159 Coaching Checklist .....................................................................................................160 Steps to Successful Coaching .....................................................................................162 9.8 Unit 4: Preparing a Training Outline ........................................................................162 Part I - Job Steps .........................................................................................................163 Part II - Grouped Order Of Steps ................................................................................163 Document "Training Outline Activity"………………………………………….…..163 Part III - Important Considerations .............................................................................164 9.9 Unit 5: Coaching Practice .........................................................................................164 Practice Coaching Activity .........................................................................................164 Group Job Steps and Sub steps Coaching Considerations ..........................................165 OJT Trainee Pre-assessment .......................................................................................166 OJT Observer’s Form..................................................................................................167 OJT Progress Review..................................................................................................169 OJT Trainee Feedback ................................................................................................170 Coaching to Different Skill Levels Activity ...............................................................171 OJT Trainee Pre-assessment .......................................................................................171 9.10 Unit 6: Wrap-up ......................................................................................................172 Coaching Support........................................................................................................172 Job Aids.......................................................................................................................172 Your Next Steps ..........................................................................................................172 Workshop Expectations ..............................................................................................174 Coaching Skills Workshop Evaluation .......................................................................174 Sources :..........................................................................................................................175

On-the-job training 1. General Introduction Author: Jim Riley On-the-job training, also called on-the-job coaching or skills coaching is training that takes place while employees are actually working. It means that skills can be gained while trainees are carrying out their jobs. This benefits both employees and the business. Employees learn in the real work environment and gain experience dealing with the tasks and challenges that they will meet during a normal working day. The business benefits by ensuring that the training is specific to the job. It also does not have to meet the additional costs of providing off-the-job training or losing working time.

1.1 The main methods of one-the-job training include: 

‘Sitting next to Nellie’ or ‘Following Joe Around’ - this describes the process of working alongside a colleague to observe and learn the skills needed for a particular process. This can be a faster and more useful way of learning a job role than studying a written manual. The colleague is always on hand to answer any questions or deal with any unexpected problems. However, a completely unstructured training may not be meeting current training needs. Worse, it may perpetuate bad habits and create “trained” employees who are not given the same information or evaluated to the same standards. Wiehagen et al. comment that, “Success in using unplanned OJT is usually dependent on the luck of the draw, that is, whether the informal trainer is competent at the task he or she is teaching, is motivated to teach, can organize the job into logical components, and knows something about good practices in teaching and evaluating” (2002, p. 27). It is only through planning a structured OJT program that consistency can be created and maintained. At the least, all trainees who have successfully completed such a program can be expected to perform at an established level—they will know what they must do to be successful.



Coaching - an experienced member of staff will help trainees learn skills and processes through providing instructions or demonstrations (or both).



Mentoring - a more intensive method of training that involves a close working relationship between an experienced employee and the trainee. each trainee is allocated to an established member of staff who acts as a guide and helper. A mentor usually offers more personal support than a coach, although the terms ‘mentor’ and ‘coach’ are often used interchangeably.



Job rotation - where the trainee is given several jobs in succession, to gain experience of a wide range of activities (e.g. a graduate management trainee might spend periods in several different departments)



Projects - employees join a project team - which gives them exposure to other parts of the business and allow them to take part in new activities. Most successful project teams are "multi-disciplinary"

1.2 Advantages and disadvantages The advantages and disadvantages of this form of training can be summarised as follows: Advantages

Disadvantages

Generally most cost-effective Employees are actually productive Opportunity to learn whilst doing Training alongside real colleagues

Quality depends on ability of trainer and time available Bad habits might be passed on Learning environment may not be conducive Potential disruption to production

Some other advantages of OJT are: Training takes place in the actual work environment. The trainee is surrounded with the sights, sounds, smells, etc., of the job, so little is left to the trainee's imagination. The coach demonstrates the task at the job site using the same tools and/or equipment the trainee will use to perform the task. The coach can tailor the training to meet the needs of each trainee because the coach has the option to change the pace, order, depth, and the length of instruction to allow the trainee to learn the task. The trainee is able to practice the task and gain hands-on experience. Possible disadvantages to OJT that should be considered: The actual job site may not be the best place for training. The equipment at the job site may not be available for the length of time required to conduct OJT. Training may have to take a "back seat" to the requirements for operation. That is, the equipment may simply not be available for training due to operational goals or commitments. In some cases, the actual cost of OJT can be high. OJT is usually conducted one-on-one, and this method of training and performance testing takes a great deal of time. In some cases, an coach can train more than one trainee; however, performance tests should always be done one-on-one. Certain equipment may be dangerous in the hands of a trainee even under close supervision. (A simulator training setting would be a more desirable setting for tasks that fall in this category.) There is also a chance that a trainee may damage equipment in the process of learning how to operate it. The ultimate success of any training program requires a strong commitment to training by both line organization management and training management. The concurrence of these organizations regarding goals and content of an OJT program is essential for effective training. Training review/steering groups have been an important link in this process at several facilities. However, the facility's line organization has the ultimate responsibility for the proper training of their personnel. Accurate records that document the actions and decisions made during each OJT program's construction and revision should be maintained to serve as the audit trail. The critical portion of an audit trail is not necessarily the decisions themselves, but the rationale that led to making them. These records should be maintained on an ongoing basis.

2. Professional Coaching © Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC Source: http://www.businessballs.com/traindev.htm

2.1 General Framework of a Professional Coaching Program http://managementhelp.org/leadingpeople/coaching.htm#anchor2522691 Coaching for skills helps the executive learn specific skills, abilities and perspectives over a period of several weeks or months. The skills to be learned are usually clear at the outset and are typically related to skills associated with an executive assuming new or different responsibilities. There is no standardized approach to a coaching program that all practitioners agree on, much like there is in medicine where standardized procedures are used for certain maladies. Rather, each coach focuses on a particular type of, and approach to, coaching that suits his/her nature and interests, and applies that approach to the types of trainees that most closely matches the coach's passions, interests and capabilities. However, the reader can get an impression of a general framework that seems common to the approaches of many coaches. How the framework is implemented depends on the coach's training and any particular model or school followed by the coach. Also, there has been a dramatic increase in the number of coaches and, consequently, increasing competition among them. One of the ways that coaches can differentiate each other is by how they customize their coach process to seem even more powerful and unique. The framework seems to be: 1. Forming a relationship with the trainee, including assessing if they are really ready for coaching. 2. Establishing a mutual agreement or coaching contract, including about the roles of the coach and the trainee, ground rules for working together, frequency of meetings, confidentiality, etc. 3. Developing job-centered goals to be achieved during the coaching project. 4. A series of face-to-face meetings with the coach and trainee, including ongoing questions, affirmations, accountabilities, etc., to identify relevant and realistic actions the trainee can take to achieve the goals. 5. Evaluating the coaching, both during and shortly after the project.

2.2 Coaching Conversations and Laser Coaching Coaching Conversations In contrast to a coaching program, which includes the above framework, coaching can be done in a one-time conversation. The conversation might include a small sampling of the type of support that a coach would give in each of the meetings in a coaching program. Learning Coaching – Example of Effective Coaching Conversation In personal and professional coaching, the coach works to guide and support the trainee to solve a problem or achieve a goal. The coach might use a variety of tools, but good questions is one of the most powerful tools the coach can use to help the trainee to:

1. Clarify a current, important priority that the trainee wants to work on; 2. Identify relevant and realistic actions to address that priority; 3. Take the actions in the trainee’s work or life; and 4. Learn by reflecting on the coaching and the actions. In peer coaching groups, members – who are coaches in the groups – are taught the basics about how to get coached and coach each other. Skills in coaching can be useful for coaching oneself, friends, family members, peers at work, subordinates and even your boss. One of the clearest ways to distinguish the power of coaching is by comparing an effective coaching session with an effective session. In the following, let’s assume that Tom’s current priority, or coaching goal, is to improve his time management. Sample of an Ineffective Coaching Session Tom: I have a time management problem. I just don’t get enough done in a day. Bob: Yeah, me, too. That’s hard for all of us. Tom: My boss wants me to get more done, too. I’ve asked him for help, but he said everything on my to-do list is important and that I need to get it all done. He makes me feel even worse. Bob: Wow, your boss sounds like he’s not helpful at all. What are you going to do? If you find something’s that’s useful, tell me because I’m stuck, too. Tom: I suppose I’ll take a time management course. That’ll probably just give me more to do, though. We’ll see. Bob: How many employees work for you? Tom: I’ve got 12. Bob: That’s a lot of people. Well, keep your hopes up. Maybe a time management course would be useful – and you should find a new boss! Sample of an Effective Coaching Session Notice the coach’s use of questions and that the questions often include the word “you” in them. Also, notice how a coach might not have to know much about Tom’s world at all in order to be helpful to Tom. Tom: I have a time management problem. I just don’t get enough done in a day. Coach: Tell me more. How did you conclude you have that problem? Tom: I never get everything done on my to-do list. The more I get done, the more I end up adding to the list. Coach: How would you conclude if you’ve solved your time management problem? What would success look like? Tom: Well, I’d get everything done on my list. I suppose that’s not realistic, though, because there’s always something to do. Coach: How do you like to solve problems like this? Think of a problem that you’ve solved in the past. For example, do you like to talk to someone, make a list of pro’s and con’s, etc.? Tom: Well, I do like to talk to a few people and to make a list of pro’s and con’s. Coach: Would that approach be helpful with this situation? Tom: Yeah, I suppose it would. Coach: Who are some people you could talk to for help? Tom: Well, I really think my boss owes me some advice – after all, that’s his job. Also, I have two co-workers who seem to feel good about how they manage time. Coach: Do you like to get specific advice when you talk to someone? Tom: Yeah, I’ll ask them for specific advice. Coach: So how about you talking to your boss and two co-workers, and then you and I can talk in a week so you can tell me specifically what you’re going to do and by when? Coach: Would it also be useful to get clear on what successful time management looks like to you? Tom: Yeah, that would be very helpful.

Coach: OK, let’s talk next week on Wednesday at 3:00 to hear your specific actions and what success would look like. Is that realistic for you? Tom: Sure. I can do that. Thanks! Source: © 2008 Authenticity Consulting, LLC � www.authenticityconsulting.com � 800.971.2250 Laser Coaching Laser coaching involves one or a few coaching sessions to address an urgent and/or very specific issue. It also can be used to demonstrate the coaching process to a potential trainee. It's also useful for busy people who are reluctant to commit to a long-term program.

2.3 Core Coaching Skills: the 20% that gets 80% of the results Each coaching model has certain practices in common. Those common practices in coaching make the biggest difference for those being coached. What is extremely powerful is having someone – 1.Ask me what’s important to me now, what do I want to accomplish. 2.Ask me questions about how I came to identify that priority. 3.Ask me what success would look like to me if I addressed my priority. 4.Ask me about my nature, how I like to work on priorities in my life. 5.Ask me what relevant and realistic actions I might take to address my current priority. 6.Ask me what I’m learning as I’m working to address the priority.

2.4 Action Learning What is Action Learning? Simply put, Action Learning is a group-based process that is proven to generate innovative and creative solutions to address complex problems and opportunities for individuals, teams and organizations. Action Learning is an ongoing, highly focused process among 4-8 group members who help each other to address real, current, important problems or opportunities in their lives or work – and learn at the same time. In highly structured Action Learning meetings, members help each other, - primarily by sharing thoughtful questions to help report, clarify and frame the priorities and then to generate relevant and realistic actions to address the priorities. The questioning is a hallmark of Action Learning. Another hallmark is that members take those actions between meetings. The actions are selected to make an impact on the priority and to generate learning. Members accomplish deep and significant learning, especially from reflecting on the questions and the results of their actions between meetings. There are different perspectives and “schools” of Action Learning, for example, so people believe that Action Learning should include only questions and that any statements are only in response to questions. Others believe there’s a role for advice. This diversity adds to the richness and applicability of Action Learning. Reg Revans originated Action Learning in the 1930s in the United Kingdom. Today, it’s commonplace in the vast majority of highly effective learning and development programs of organizations around the world.

Here are several quotes that can enhance your understanding of Action Learning. “…. learning … consists mainly in their new perceptions of what they are doing and in their changed interpretations of their past experiences.” – Reginald Revans, original developer of Action Learning“ Action Learning is a process underpinned by a belief in individual potential: a way of learning from our actions, and from what happens to us, and around us, by taking the time to question, understand and reflect, to gain insights, and consider how to act in the future.” – Krystyna Weinstein, in “Action Learning: A Practical Guide” Mike Pedler and Christine Abbott wrote “… the acid test is whether people concerned are helping each other to take action on their problems and challenges, and whether they are learning from this work” (Facilitating Action Learning, McGraw Hill, 2013, p. 20).

3. A Coaching Culture 3.1 Definition A coaching culture is where many people in the workplace instinctively coach in their communications with each other -- they deeply listen and understand each other, generate relevant and realistic actions to make progress on current priorities -- and learn at the same time. Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies. So, as soon as you've covered the basic work-related skills training that is much described in this section - focus on enabling learning and development for people as individuals - which extends the range of development way outside traditional work skills and knowledge, and creates far more exciting, liberating, motivational opportunities - for people and for employers. Rightly organisations are facing great pressure to change these days - to facilitate and encourage whole-person development and fulfilment - beyond traditional training. (Source: http://www.businessballs.com/traindev.htm)

3.2 10 steps to building a coaching culture Our expert: Peter Hawkins There are a simple set of 10 steps to building a coaching culture. However, while the steps may be easy to list, acting on them is a lot more difficult, with plenty of scope for losing the way, slipping or taking a false turn into a dead end. STEP ONE Why a coaching culture? A coaching culture should not be an end in itself but a means to an end. Otherwise it will become flavour of the month, just as the concepts of 'building a learning organisation', or 'total quality organisation' or 'customer-centric organisation' were before. To answer the question you need to start with the end in mind and know how being a coaching culture will serve the core strategy of the business. STEP TWO Make the link between the coaching culture strategy and the core strategy One trainee we worked with wanted a coaching culture to create more distributed leadership, so more decisions could be made closer to the customer, giving greater flexibility of service which was one of their key areas of competitive advantage. This clarity reduced the cynicism of those who did not think coaching was beneficial.

STEP THREE Build an appreciative and developmental view of the organisation's current and aspirational culture There is nothing worse than being told: 'You need to become a coaching culture.' In several organisations, we have worked with people drawn from across the functions and hierarchy of the organisation to elicit the positive aspects of the current culture, as well as what is not working and what needs to be developed. STEP FOUR Consult with your leaders It is true to say that leaders often get the culture they behave, rather than the culture they want to see. Ask your leaders across the organisation: How can you be the culture you want to see? This builds a hunger for coaching so that the process is demand-led, rather than pushed on people from above. STEP FIVE Develop a select community of appropriate external coaches These coaches should not only be accredited, supervised and experienced, but also fit well with the organisation and be challenging enough to help senior leaders achieve the change needed. This community needs to come together regularly to update them on the organisation and to gather lessons learned from the various coaching conversations while protecting appropriate confidentiality. It is important to ensure that the coaching is not just for individuals but for teams and departments. Culture resides more in the collective relationships than it does in individuals. Individual development will not by itself shift the culture. STEP SIX Build an internal coaching capability You can do this by developing a pool of coaches that are prepared to undertake coaching training and spend two or three hours each week coaching managers from other departments, as well as receive supervision. STEP SEVEN Give all managers basic training in coaching skills This will ensure that one-to-one meetings with staff, team meetings and performance reviews conform to your coaching methodology and approach. In one local authority we have partnered the internal training department, to train the top three tiers of leaders and observed them carrying out one to one meetings with their staff, and given them feedback and supervision on their coaching. A number of these leaders have now gone on to run training events for their people in how to coach. STEP EIGHT Ensure that coaching is built into all HR processes and metrics including performance measurement Coaching must become part of each manager's balanced scorecard and part of what is reviewed and rewarded, part of job descriptions, selection and promotion criteria, leadership capabilities, managerial competencies and the like.

STEP NINE Explore how a coaching approach can be used by staff at all levels with key stakeholders Some companies using coaching skills to engage their customers, such as British Airways coaching passengers on using self-check-in terminals, or a large auditing firm using coaching to work with their key executives in their trainee companies. The public sector, meanwhile, has used coaching skills to form more effective partnership working across agencies. Senior executives use coaching skills to engage their investor community when they reveal their annual and half-yearly reports. STEP TEN Regularly review external and internal providers, and assess where the organisation is on its coaching culture journey Has the strategy produced the required shift in culture and helped the organisation achieve its goals? This review needs to involve senior executives, HR leaders, and representatives from internal and external coaching teams, and may require a facilitator. Conclusion Many business authors, such as David Clutterbuck and David Megginson, Alison Hardingham and Janice Caplan have attempted to define a coaching culture. While these definitions can usefully point to areas that the organisation may wish to address, the dangers with all these definitions is that they either end up as a generic list of good managerial practice or they predetermine a generic 'end-state'. Each journey needs to be uniquely defined for each organisation travelling down this road. These 10 steps can help an organisation use coaching for far larger gains than just personal development. A coaching culture approach can deliver team and organisational learning, aid effective cultural change, increase the engagement of staff and stakeholders in the enterprise of the organisation and support the delivery of the core strategy. The journey has many benefits for those companies who follow it through to the end, including embedding coaching in a way that will survive cost cuts and major staff changes. Source: Peter Hawkins was joint founder and now chairman of Bath Consultancy Group, where he is also director of coaching strategy and supervision. He has worked with many international organisations co-designing and facilitating strategy reviews as well as major change and organisational transformation projects. He is the co-author with Nick Smith of Coaching, Mentoring and Organizational Consultancy: Supervision and Development (McGraw-Hill/Open University Press 2006). For more information: www.bathconsultancygroup.com

4. A Comprehensive Program to Deliver On-The-Job Training Excerpts from a study from July 1997 executed by United States Army Research Institute for the Behavioral and Social Sciences Approved for public release; distribution is unlimited ARI Contractor Report 97-18 - http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA327576 Caroline E. Zsambok, George L. Kaempf, Beth Crandall, Molly Kyne, Klein Associates Inc.

4.1 Scope of the Study: Our intent was to derive a model that describes what good OJT appears to involve across a variety of domains and types of tasks, and to determine if the model serves as a useful frame for both designers of OJT training and for OJT providers who learn how to apply the model in the training they deliver. Empirical validation of the model is a target for future research. … We also wanted to learn about OJT. … We expected data from the selected "tracks" to broaden our knowledge of good OJT practices, which we could then pass on to the military through our training program. We also expected data from these tracks to inform our model, and to meet the dual-use requirement of this project. Finally, we chose domains in which a partnership could develop which might lead to follow-on work. As we collected information in these tracks, we were focused on these questions:    

What does a good OJT provider look like in this domain? What do actual OJT providers do? Are there opportunities for improvement in the way OJT is delivered in this domain? Can you train the skills needed to provide effective OJT, and, if so, how?

4.2 Models of OJT A prototypical procedural model of OJT from the literature includes these steps: 1. 2. 3. 4. 5. 6. 7.

Plan your demonstration, gather necessary materials, practice your demonstration, execute the demonstration, allow trainee to try, correct trainee, allow for trainee practice, repeat last four steps until proficiency is achieved.

Models like this do not address the cognitive aspects of providing OJT, such as diagnosing barriers to trainee learning, flexibly tuning an instructional technique to meet a trainee's needs, or managing the learning process from a "big picture" perspective. Other models contain cognitive aspects of tutoring, as in the cognitive apprenticeship literature. But these models have been derived from studies of tutoring involving mostly declarative knowledge transfer and the teaching of reading comprehension skills. Whereas, in OJT, the target of learning is usually declarative knowledge plus procedural knowledge and skill proficiency on job-related tasks. We therefore decided to develop a new model for OJT.

4.3 Description of a new cognitive model for OJT The figure below depicts the cognitive model of OJT that we developed through research conducted in this project. This model was developed through an iterative process. The particular representation depicted here emerged towards the end of the project. It resulted from extensive discussions among the research team about the meaning to be made of a variety of information sources.

This model depicts the functions that represent what we found good OJT providers do when they engage in training others to perform a job or task. Learning Management — The super-ordinate function is learning management. This function concerns the extent to which the OJT provider is proactive in managing someone else's learning process, as opposed to mindlessly following a set of procedures. This managing requires maintaining a "Big Picture" by standing outside of the training process and reflecting on how activities fit together and impact the trainee. As such, Learning Management is a function that is more than the "sum" of the other six functions of an OJT provider. Assessment — conducting initial and ongoing evaluation of the trainee's performance level and diagnosing barriers to expected progress so that instructional method and content can be fitted to the current and future training goals. Instruction — tailoring one's teaching and coaching practices to meet individual needs (based on the assessment) and training goals. This involves flexibility in adjusting or switching training techniques that aren't working, and it assumes a repertoire of available training techniques from which to choose. Expertise — teaching more than what is available in a training manual or that is involved in basic procedures by passing on experienced-based know-how and judgments, such as detecting anomalies, recognizing opportunities, anticipating and preventing problems, compensating for errors.

Goals — setting and clarifying realistic learning and performance goals that are based on assessment of progress and organizational timelines and requirements. Making explicit to the trainee the overall training goals and the plan for attaining them, and regularly making clear the link between current training activities and overall goals. Climate — creating, maintaining, and adjusting a climate that is conducive to learning. A conducive learning environment is open, supportive, and non-threatening, and it invites honest disclosure from both trainer and trainee. Ownership — promoting a sense of ownership in the trainee by offering opportunities for the trainee to take responsibility for his or her learning and skill attainment. This can include mutual goal setting, and a collaborative approach to assessment and tailoring of instructional techniques. The relationships among the seven functions that are depicted in this model are based on qualitative analysis of our data. Across four varied domains and six researchers who interviewed and/or observed OJT providers, these relationships tell the story of what we found: The functions of assessment, instruction, and goal setting are tightly interrelated. Injecting expertise into the content of what is being taught is related to the function of instruction. These four functions form the core of the content-saturated functions of OJT. That is, they relate most directly to the specific content of the job that is being taught. The functions of promoting ownership and climate setting are less content-saturated than the other four, although they do involve job-related content. But, these two functions relate more directly to the atmosphere, or tone that accompanies the process of providing OJT. Finally, the function of learning management is a super-ordinate function. That is, an OJT provider's general ability level on each of the other six functions is necessary but not sufficient to describe learning management ability. This is the big-picture function, and one that requires a proactive approach to helping someone learn. A Holistic Model Although our model depicts seven functions of the OJT provider, the purpose of representing these as individual functions is not to impose an artificial decomposition on what we actually believe to be an integrated process (i.e., the process of providing OJT). Rather, it is an attempt to make accessible for study and discussion the array of cognitions (e.g., reflections, plans, judgments) and purposeful behaviors (e.g., telling, showing, using humor, being patient) that compose OJT providers' knowledge and skills as they engage in training someone. Once having distinguished these functions, the temptation is to list particular behaviors, or OJT practices, that serve a particular function. But what we found when we interviewed OJT providers, which was corroborated in our literature review about tutoring and coaching, is that any one OJT practice can and often does serve multiple purposes.

4.4 The importance of using a large repertoire of strategies If you tell me, I will forget If you show me, I will remember If you involve me, I will understand We observed several indicators of skilled performance as a learning manager. They are: - Having a clear vision of what success looks like - Helping individuals develop a big picture by articulating intent and demonstrating how training tasks fit into a rational scheme - Working around learning barriers by taking advantage of learning opportunities when they do exist and creating opportunities when they don't exist

- Displaying a strong positive attitude toward training; they know proficiency can be achieved and do not allow trainees to blame failure on unsolvable problems - Monitoring training and noticing when it is not going well; articulating what is not going right and developing an alternative course of action to remedy the problem - Demonstrating control over the learning environment and experimenting with different OJT techniques.

4.5 OJT Practices Reported by Coaches

In general, we found that most of the coaches were not aware of very many training techniques, and that they were not very flexible in applying these techniques. That is, they did not possess a large repertoire of strategies and they did not know when or how to switch among them. An anecdote that we heard repeatedly went like this: "First, I told him how to do the task. He tried it and couldn't do it right. Then I told him how to do it again. He still couldn't do it right, so I told him how to do it a third time, but the fool still couldn't do it right. Finally, I had to slap him in the back of the head." Clearly, the trainer illustrated in this example did not see that the problem might be with himself rather than the trainee. Perhaps, he did not know another way to approach the problem. Perhaps he

did not recognize that his technique was not working. Whatever the cause, the training goal in these kinds of situations is not met. The trainee's performance does not improve. In summary, the data from our interviews and our observations indicated that a number of instructional techniques are useful and used appropriately in this domain. Some of these techniques are "hard-wired" into the unit's training program, and virtually all trainers use them. However, other techniques are unique to individual trainers and have evolved as a result of personal experiences. There are a variety of techniques that trainers have found appropriate and useful in this domain. These practices can and should be passed on to others.

4.6 Descriptive Results One way to describe OJT is through the perspective gained from empirical analyses of OJT providers' skills and strategy use. That section may take on more meaning if the reader first gets a "feel" for what good OJT providers actually look like in this domain, or how they think about what they're doing. We have produced the following narrative of quotes from our interviewers which is intended to draw this picture. It is written in first person from the perspective of the OJT provider, and it is interspersed with counter-examples to draw the contrast of what poor OJT practices look like. The following narrative portray fictional, yet representative, providers of good OJT in this domain. 1. What you expect is what you get Narrative of a good OJT: "My philosophy is that this is a fun job, where we can have a good time working together. Our product is one that inherently makes customers happy. We realty do put out excellent quality on our products and we're several notches above other retailers in knowing how to treat customers—this is something we can all take pride in. Sure, we get overloaded at times and things don't always go well. But people should get satisfaction out of working here, and they should walk away with some life skills they didn't have when they came. We all respect each other here—staff to staff and staff to customers. This is what I try to get across the very first morning when new employees begin their training” Contrast: "These people don't get paid much, and it's not fair to expect much from them. It's hard to find people who are going to care. They're just using this as a stepping stone to another job. We made a rule that one of the owners has to be in the store at all times." This OJT provider mentioned he has trouble with high turnover, with training, and with employees who don't show much initiative. 2. Trainers have to know what they are talking about Excerpt from A Leader's Guide to Company Training Meetings, DA, 1994 (TC 25-30) "Trainers must know how to perform the task being trained. This requires the trainer to master the task through study and practice. After mastering the actual task, trainers must rehearse the training exactly how it is to be presented....Before conducting training, trainers must know how to train others to perform the task. Good trainers ensure that training is performance oriented (hands on). That means getting enough training aids so that every soldier can practice the task."

3. Creating Learning Organizations Narrative of a good OJT: "It's important to start with the philosophy — what our business is all about, how we treat customers, how we work together. And to give them a big picture of their job, to show them how what they do affects the job others do, and to show them what they'll be learning during training. But, when I show them what they'll be learning, I'm careful not to overwhelm them with too much at one time—I watch their eyes to be sure they 're not glazing over. And, I don't want to scare them or have them lose their confidence that they will be able to master the job." Contrast: "You just have to throw them in the pool and see if they swim. I tell them to watch me — to watch the others. They'll pick it up. 4. How People Learn Narrative of a good OJT: "If you're not careful, you'll set up a situation where they'll 'yes' you to death. You'11 be going on about how to operate the register or how to do color balancing — there's a lot of detail in these things, a lot of procedures, and you have to do them right. You'll be asking as you go if they understand and they'll be nodding. But how can they know if they understand? After you show them, you have to let them try it, and you need to be there to help. They stay more interested and they learn better if you set things up so most of the time they're asking you the questions." Contrast #1 "I just find myself repeating and repeating myself. That's one of the things I really dislike about this job. People take such a long time to learn things. You just have to keep telling them over and over." Contrast #2: “I try not to yell at them." 5. Ask, Don’t Tell Narrative of a good OJT: "Sometimes they get stuck. I try to give hints. Like when Jerry was learning the register. He couldn't figure out what to do next. I said: 'Was it on the menu? 'No.' 'Was it the repeat key?' no answer. 'Well, what is on the repeat key?' 7 don't know.' 'OK, then, what's left?' 'Oh yeah, the help key' Now, I could have just hit the help key, but by not having him think about it, he wouldn't learn as well. But I'll tell you, I've had supervisors do this sort of thing, and when it feels like they're grilling you or they're disappointed in you, that’s awful. That's when my mind would freeze and I couldn't do anything. See, it's not the technique per se. It's your attitude while you 're doing it. If you 're thereto help someone learn, they feel it. That's what counts."

6. Make Learning Fun Narrative of a good OJT: "It's like the ring around game I made for teaching color balance. I put a good print in the center, and I make a ring around it of off-balance prints from the same negative. For each print in the ring, I ask, 'Can you tell what's off? How would you correct it?' I make it fun, I use humor. They all like the game. But, this only teaches how to recognize a print that's way off. To teach fine discriminations, I've made up flash cards of prints that are only off by a little. I hold them up—really, to everybody, not just new hires—and people call out what's wrong. That way we all stay sharp, and the trainee sees other people make mistakes too, and that it's OK." Contrast: "The thing that bothers me most is stupid people. I just don't have a tolerance for that." 7. Make Sure Trainees Feel Comfortable Narrative of a good OJT: "Another big thing is to make sure trainees feel comfortable. I don't ask them to take on new tasks until they're comfortable with what I've given them already. You can tell if they're comfortable—they look natural and relaxed, they don't pause or hesitate. Sometimes they ask to learn new things. And, it's a good idea to ask them at the end of the day whether they feel ready to move on." Contrast #1: "No, I don't ask them how it's going. We don't have time to wait around until trainees are comfortable — I just have to make them do it." Contrast #2: "Brian had been on nothing but film prep and light counter skills for his first week. He asked if he could move on to other things. I told him 'no' — that he'd move on when / thought he was ready. Actually, I thought he was doing well, and it was probably getting pretty boring for him, but I wanted him to really over-learn everything. 8. Get product knowledge to a higher level Use as many techniques as possible to get product knowledge to a higher level Narrative of a good OJT: "One of our major goals is to be friendly with customers. I spend a lot of time doing role playing with my trainees so they aren't nervous and they project confidence. Selling is especially hard for some people, so I help them find a way to do it where the customer will experience it as a service. We go over the role plays in detail, like in the ring around game. Where they stumbled, I ask them to generate alternative ways to handle the situation. If they can't come up with an idea, I give them some and they practice to get them into their own words. They need to learn new ways of working with the public, but they need to feel natural doing it. That's why practice with real specific feedback and discussion is so important."

Contrast #1: "In this business, you need to be outgoing. I tell my trainees to 'get a personality!' Contrast #2: "It's almost impossible to teach customer relation skills. It's not like teaching printing. You don't have anything physical to point to or compare to something else. Role playing isn't an answer— nobody ever takes it seriously. 9. Be creative in your communication with trainees Narrative of a good OJT: "If somebody is 't getting it in a reasonable amount of time, I try to say it a different way, or to demonstrate what I mean in a different way. Or I’ll just ask them how they think I can do a better job of helping them to understand. Sometimes this works, but sometimes you need to help them figure out what the problem is." Contrast: "I must have shown her how to notice when the film was about to jump the track at least 10 times. Each time, I showed her exactly the same way. She just couldn't get it, so I gave up." 10. Make Learning Fun Narrative of a good OJT: "Everyone wants to know how we develop employees with so much initiative. It’s simple. If they're not afraid to try things, if they know they're allowed to make mistakes, they'll take initiative. I tell them, 'There's only one irreversible mistake you can make: sending the film through the wrong developing chemicals. We train and train and train on that, so you probably won't ever make that mistake. Everything else is fixable. If you have a dissatisfied customer and you can't please them, pass them on to someone else. That's our rule—please 'em or pass 'em. We've all passed 'em from time to time. If you print the negatives out of balance, well, print them again. If you're having too much paper waste, we'll figure out how to help you get it down. If your sales are low, we'll practice your 'pitch.' This is what I say to trainees, and these are the things we talk about in our store meetings. This stuff is important to all of us, all the time." Contrast #1: "When I'm at the counter, I listen with half an ear to what my employee is saying to a customer. If I don't like what I'm hearing, I butt in. I know I shouldn't do this, but I just can't help myself. It's especially bad when I do it with a trainee." Contrast #2: "You can't teach some people to print, and you can't teach some people customer relations. You find out who's good at what, and you just keep them on that position."

11. Hand the initiative over to the trainees Narrative of a good OJT: "On day one of the training, I give trainees a break in mid-morning. I say, 'Go explore — just observe —then come back and ask me any questions you have.' Rather than saying 'here's this, here's that' — If they explore on their own, this gives them a start in generating questions. It's them coming to you, not you lecturing them. And, it helps break the ice so they get used to asking you questions and they know you won't embarrass them." Contrast: "I tell them right away, the first day. If you don't ask me questions, I'm going to assume you don't have any. It's up to you to let me know what you don't know." 12. Use Open Questions And Interruptions To Keep Trainees Alert Narrative of a good OJT: 7 reinforce what the training video and the employee manual is trying to teach trainees. I usually interrupt the video at several places and say something like: 'Just tell me in your own words what the video is saying', or 'what are you learning about now?'. Asking open-ended questions helps them to learn, and it lets me know where they're going to need extra help from me. Also, since I know they always think the actors are stiff and funny, it lets me assure them that the value of the tape is to teach these three basic things, and that we'll spend a lot of one-on-one time working out the style issues." Contrast #1: I don't use the training tapes. In this part of the country, that's not the way people act. You're teaching the wrong things if you expect trainees to mimic the actors." Contrast #2: "Sure, I ask open-ended questions. On the first day, I have trainees take home the card which explains one of our promotions. I say: 'This is about money. Study it.' Next day when they come in, I say: 'OK, how are you supposed to sell the program?'" 13. Get Everyone Involved Narrative of a good OJT: "We have a team approach to running the store, so I incorporate that into the training. Everyone gets involved in the training. I introduce trainees to everyone the first day. I tell trainees what each person is especially good at, so they can go to them to learn tricks-of-the-trade after they've learned the basics. And, right from the start, I have different people demonstrating certain things to the trainees. Periodically we talk about this as a group, maybe in a store meeting or maybe informally, like over lunch. Just to be sure we're all going in the same direction and the trainee isn't getting confusing signals. Trainees discover they can ask anyone anything, and this helps them learn. Plus, teaching others keeps all of us sharp — sometimes we discover we're not practicing what we're preaching. And, by doing it as a group, it helps keep our team spirit up." Contrast #1: I don't like other people teaching trainees the basics. I don't know what they'll teach them. I want them to learn the right way, from me.

Contrast #2: "The rest of the employees will always gang up on the new hire. I've never seen it to fail. They'll find something the new one isn't good at and they'll just pick and pick on them. I yell at them to stop it, but I haven't been successful. I had a new person quit recently because they couldn't take it any more. As for store meetings, I tried those too but they just became bitch sessions." To summarize our descriptive account, we think that good OJT is characterized by OJT providers who see themselves as responsible for managing the learning of trainees — actively seeking ways to help them learn - not just going through the motions (e.g., endlessly repeating themselves); - or expecting trainees to pick it up pretty much on their own (e.g., throwing them in the pool to see if they can swim); - or backing into the training process either hostilely (e.g., "you can't expect these people to care all that much") - or apologetically (e.g., "we pay such low wages, you can't expect that much from them"). Another characteristic of a good OJT provider is their knowledge of the importance of a good learning climate, along with their reported ability to set it up, maintain it, and take readings on its health along the way. These are the OJT providers who talked about practices that create an open, supportive climate which encourages trainees to explore and question, and which (in our words) promotes in them a sense of ownership in the learning process and in their progress towards excellent performance. Although it is doubtful that any of the OJT providers we interviewed would disagree with this philosophy, some of them clearly do not have the skills to put it into practice, and some violate this philosophy without knowing it. Another characteristic of good OJT in this company is the reported ability to tailor instructional practices to the trainee's needs while still meeting the training goals. Behind this ability lies a sizeable repertoire of instructional practices, and the flexibility to select among them in accord with their assessment of individual trainee needs and progress. These are the OJT providers who could identify ways they work with trainees to diagnose the problem if learning was not progressing as expected, or if performance was subpar. Related to instructional practices is the sensitivity of good OJT providers to teaching more than the basics, and incorporating expertise into training. One example concerns the OJT provider who made sure trainees know who is particularly good at certain skills so they can go to them in the future when they're ready to tap into their expertise. It is important to note that we heard the least amount of information about sharing expertise of any of the OJT functions. We believe one of the reasons is that much of what gets trained is procedural and routine. Another reason is that those skills that do require expertise—customer relations and selling skills— are seen by most of these OJT providers as difficult or impossible to train. Only a few of them were able to describe ways they pass on their selling expertise (e.g., going over selling episodes in enough detail to uncover weaknesses and then helping trainees to generate alternative ways of handling the situation.) Finally, good OJT providers in this company take a holistic view of training. This is one of the aspects of learning management which is more than the sum of abilities on individual OJT functions. In several cases, OJT providers described the way they used a practice and the way they were thinking about its use, which meant a single practice was serving many functions. For example, open-ended questioning was used as an assessment and as an instructional practice. Further, there was a sensitivity to the way these questions should be asked (in our terms, to maintain good climate, and to promote trainee ownership). These OJT providers were sensitive to the need to watch for the effects of this question asking—to be sure it wasn't being received by the trainee in a

negative way (in our terms, that it wouldn't degrade the climate or dampen trainee ownership in the learning process). Another way good OJT providers demonstrated a holistic approach to training concerns the larger working group. Some of the OJT providers were sensitive to the idea that what they did during training should mirror the day-to-day workings of the group and their own management style. A good example was the OJT provider who incorporated trainees into the store team early on by inviting employees to help with the training, and of reinforcing team unity by discussing the process during team meetings. In short, based on interview data with OJT providers, good OJT in this domain was characterized by an awareness of the total role of the OJT provider, and by skills in being able to perform the seven OJT provider functions.

(picture: freedigitalphotos.net)

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.

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.

Coaching Tip 5 - Basic Guidelines to Reframing — to Seeing Things Differently By Carter McNamara Basic Guidelines to Reframing — to Seeing Things Differently Reframing is seeing the current situation from a different perspective, which can be tremendously helpful in problem solving, decision making and learning. Reframing is helping you or another person to more constructively move on from a situation in which you or the other person feels stuck or confused. The aim of reframing is to shift one’s perspective to be more empowered to act – and hopefully to learn at the same time. Many times, merely reframing one’s perspective on a situation can also help people change how they feel about the situation, as well. Many fields regularly use reframing, including therapy, coaching and even marketing and sales. Techniques of reframing can also be used to cultivate creative and critical thinking skills. When working to reframe perspective on a situation, consider the following basic guidelines. Keep in mind that, even though the following examples are about another person’s comments, you can use the guidelines to shift your own perspectives, as well. Shift from passive to active For example, if the other person said, “I really doubt that I can do anything about this,” you might respond, “What is one small step that you might take?” Shift from negative feeling to positive feeling For example, if the other person said, “I don’t want to work on that now because it makes me feel sad,” you might respond, “What small part of that might you work on for now, that might even leave you feeling a bit more happy?” Shift from past to future For example, if the other person said, “I’ve never been good at public speaking,” you might respond, “If you imagined yourself to be successful at public speaking, how would you be speaking that would be successful?” Shift from future to past For example, if the other person said, “I can’t seem to get started on achieving this goal,” you might respond, “Has there been a time in the past when you achieved a goal and, if so, what did you do back then to be successful? How might you use that approach now?” Shift from others to oneself For example, if the other person said, “They don’t seem to like me,” you might respond, “What do you like about yourself?” Shift from a liability to an asset For example, if the other person said, “I’m such a perfectionist,” you might respond, “How might being a perfectionist help in your job and life, though?” Shift from victimization to empowerment For example, if the other person said, “That always seems to happen to me,” you might respond, “Sometimes we even do that to ourselves. Perhaps it’d be useful to explore if you’re somehow doing that to yourself, too?”

Coaching Tip 6 - Use The Art of Challenge By Pam Solberg-Tapper In coaching, a challenge is a powerful request that asks the trainee to extend themselves beyond their self-imposed limits. A challenge can shift the way the trainee sees and thinks of themselves for years to come. The elements of a challenge include a specific action and the date/time of completion. Here are some examples of challenges:    

For a trainee that is overwhelmed with demands: “I challenge you to say “no” to anything that is not a priority this week.” For a trainee that procrastinates: “I challenge you to finish your project by tomorrow morning.” For the trainee that isn’t satisfied with their physical well being: “Here’s my challenge – sign up for the marathon instead of the 5K right now.” For a trainee that wants to make one cold call a day to increase business: “I challenge you to make fifty calls a day starting today.”

Trainees can respond with a yes, no or counter offer. Usually, in the face of a challenge, trainees will respond with a counter offer that is greater than they initially would have allowed themselves to make otherwise. Therefore the challenge served its purpose – to get your trainee out of the box and change their way of thinking. Coaching Tip 7 - Stimulate Self Coaching: By Pam Solberg-Tapper on May 20, 2013 Many of my executive coaching trainees operate in an environment that is fast paced with multiple priorities. The work is demanding and performance expectations are high. The questions below help them take a few moments to slow down and focus on what they learned from a situation. As a result, they can apply this learning to assist them in future scenarios. Here are the “self coaching” action learning questions that I recommend: 1. What just happened? 2. What did I learn from this experience? 3. What would I do the same or differently next time? 4. How can I apply this insight to other situations? Coaching Tip 8 - How to Set Clear Agreements By Pam Solberg-Tapper Many times my executive coaching trainees express frustration because others do not meet their expectations. When you set clear agreements at the beginning of a project or new work relationship, you can avoid pitfalls and misunderstandings. Here are some questions to help you set clear agreements in an effective and collaborative “coach approach” manner. What? – establish the course of action What do we want to achieve? What is the scope? What are the expectations that I have of you and you have of me? What does success look like and how will it be measured? What is the current status? What are the future steps?

Why? – verify the reason Why is this important? What is the fundamental purpose? Who will it affect most if we succeed? If we fail? What are the consequences of doing nothing? When? – agree upon the timeline When do we start? - What is the deadline? What are the significant milestones? Who? – decide responsibilities Who will be responsible for what? Who will follow up with whom? Who else needs to know? How? – determine the method What will our processes be? What do we expect in terms of quality and standards of excellence? How and when do we communicate? How will we address conflict should it arise? How will we celebrate success? Try the What? Why? When? Who? and How? method to set clear agreements and get better results. Pam Solberg-Tapper MHSA, PCC – I spark entrepreneurial business leaders to set strategy, take action, and get results. How can I help you? Contact me at Pam@coachforsuccess.com ~ www.coachforsuccess.com ~ Linkedin ~ 218-340-3330 Coaching Tip 9 - Acknowledge training and development achievements Recognise and acknowledge training and development As an employer or manager, take the time to recognise and thank employees for successfully (or unsuccessfully) completing training and development courses, projects or challenges. Receiving recognition is a powerful motivator and stimulant towards further training and personal development. And yet the opportunity to acknowledge people's achievements is often overlooked. A simple letter of congratulations - especially in this age of disposable emails, or a mention in a company magazine or newsletter is often all that it takes to give people a huge boost. An email, or even a verbal 'well done' or pat on the back is better than nothing at all, but a letter is a very powerful indeed. Think about it: A letter, sent to the home address, is special. It's on official letter headed paper. It's personally signed. It took time and care to write, sign and send. It's something people tend to keep. It is likely to be opened so that the partner or family sees it too, which dramatically adds to the power of the recognition. So, an email is good, but not nearly so impactful as a letter. Here's are some short examples of simple sample letters of congratulations or encouragement for completing training and development aims, successfully, and also encouragement for unsuccessful effort, when some people need a boost more than ever. Letters of recognition and congratulations are appropriate from line managers, and higher up the organisation especially. An individual signed letter of congratulations from the MD or CEO is a hugely motivational event in most employee's lives. People's valiant failures deserve recognition too, and often help the person to keep positive, and keep striving to succeed in the future.

Remember that training and development is not restricted to training courses. Projects, delegated tasks, job-swaps, temporary postings and other responsibilities can all be forms of learning and development and are worthy of recognition when carried out well, or encouragement when a brave effort fall short. Adapt these examples to give encouragement to people when they are striving to improve and achieve. It can make the difference between them wanting to try again or not. Sample letter of congratulations (name, home address, date) Dear .......... My warmest congratulations to you on your completion of your ............... training course/programme on (date). Your achievement (of ...... qualification/accreditation) is richly deserved, and is a great example for others to follow. I encourage you to continue to strive towards further personal development. Best wishes, etc. Sample letter of recognition of successful effort (name, home address, date) Dear .............. I am writing to give you my personal appreciation for a job well done when you recently ................................ . I recognise this was a tough challenge for you. The way you handled the demands and pressures is an inspiring example to others. You will I suspect go on from this to greater challenges and achievements in the future. Keep up your excellent efforts. Best wishes, etc Sample letter of recognition of unsuccessful effort (name, home address, date) Dear .............. I realise that your recent failure to achieve/complete ................................ qualification/course will have been a disappointment to you. However, I wanted to let you know that I was greatly impressed by your efforts and attitude in approaching your challenges, and I have every faith that you will succeed on your next attempt. The lessons we learn from our failures are often even more valuable than the experience we gain from our successes. Keep up your excellent efforts. Best wishes, etc Source: http://www.businessballs.com/traindev.htm#general-training-tips

6. A Guide to Coaching in the Workplace © Sea Fish Industry Authority These training materials have been developed with financial assistance from the Department for Education and Employment (DfEE). This computerised version of the training pack has been developed with European Funding accessed via the Scottish Office.

6.1 Introduction The material in this manual have been designed as an interactive resource. This means that as you work through the manual, you will have the chance to try out some of the coaching skills that are being described. There are also opportunities to review and reflect upon what you have learned about the coaching process. Within the manual, there are a number of activities, which if carried out, will help you to understand more about the coaching process. Wherever possible, activities and examples have been designed to reflect workplace operations. Each activity is numbered and is structured as follows: - Aims indicate the intended purpose of the activity. - Preparation to give guidance on any groundwork which you might need to do before carrying out the activity. - Activity includes the instructions for carrying out the activity. - Review of activity provides comment on the activity and is intended to help you to reflect on the experience and gain the maximum benefit from it. The comment is not often in the form of a specific answer since the subject matter does not usually lend itself to the presentation of a set of facts to be memorised, or hard and fast conclusions. To get the best out of this manual, it is recommended that you try to get into a regular learning routine. Set some time aside to work through each section and try to stick to it. Do not try to do too much at a time and take regular breaks. As the average person finds it difficult to really concentrate for more than 20 minutes, break down the time you set aside into 15-20 minute sessions. Time spent just reading this manual is not the same as time spent learning. You must become involved as the best learning happens when you are actively answering questions and making notes. Try to find somewhere where you will not be distracted or interrupted. Almost anywhere will do as long as it is private, quiet and well lit. Most people finding studying hard at times, don't worry this is quite natural. It is also natural to need help with any parts that you find especially difficult. If you need assistance contact:

6.2 Glossary of Terms Activity A way of applying principles, procedures and attitudes in a practical manner. Competence The ability to perform at work. It refers to areas such as personal effectiveness as well as the performance of actual tasks. Demonstration:

A method of showing and explaining a task or activity.

Exercise:

A method of developing principles, procedures and attitudes in a simulated manner.

Instruction to group:

A way of giving procedural information on a specific topic to a group of people.

SVQ or NVQ:

Scottish or National Vocational Qualification.

Occupational Standard:

The level to which a person should perform in the workplace. Standards are laid down by the Lead Body and not by individual professional associations or employers.

One-to-one instruction:

A method whereby the trainer provides on-going instruction and advice on a task to an individual trainee.

Open and flexible learning:

The term applied to methods of learning which allow the learner to take charge of the programme of study, working at a time, place and pace of their own choosing, rather than being bound by the requirements of a fixed syllabus or teaching timetable.

Presentation:

A method of imparting knowledge, both verbal and written, in a structured manner.

Subject Matter Expert (SME)

An individual qualified (or previously qualified) and experienced in performing a particular task. A subject matter expert may also be an individual who by education, training, and/or experience is a recognized expert on a particular subject, topic, or system.

Work project:

The assignment of a task or duty requiring some personal initiative on the part of the trainee and used to develop skills in researching and applying workplace procedures and techniques.

6.3 What is Coaching? When people talk about coaching they often become confused as to what coaching is all about. In the context of training and development, coaching does not help you play golf or tennis any better! Coaching, in the context of training and development, is a form of training to develop the ability and experience of trainees by giving them systematically planned and progressively more 'stretching' tasks to perform, combined with continuous assessment and support. Now try doing Activity 1A (below) which will help you to understand a bit more about other types of training. Other types of training Aims: To distinguish between the different types of training: On-the-job training Off-the-job training One-to-one instruction On-the-job instruction Providing support Preparation: Select a new system or way of working, that you wish to introduce to your staff. Activity 1A For each type of training, try to identify how you would use each one to introduce all or part of, the new system or way of working. Write your examples against each type, which are listed below. To help you, the following definitions might be useful:  On-the-job training is normally carried out in the trainee's workplace and covers knowledge, skills and attitudes.  Off-the-job training takes place away from the trainee's workplace.  One-to-one instruction is helping a trainee to gain knowledge and skills  On-the-job instruction is normally used when the trainee is inexperienced or new to the task or job.  Providing support is not actually training as the role is more of a guide or counsellor. Using other types of training to introduce a new system To help your thinking about the different types of training and their uses, the following example has been completed for you. It is based around the introduction of a training programme for the single filleting of round fish. Training Method

Example of Use

On-the-job training:

I would use this method to train the staff in the practical skills required to single fillet round fish.

Off-the-job training:

I would use this method to provide information, away from the workplace, on the different types of round fish and their characteristics.

One-to-one instruction:

I would use this method to explain to individual staff the skills they require to single fillet round fish and then allow them to practice, whilst watching their efforts.

On-the-job instruction:

I would use this method to introduce the staff to the practical skills required to single fillet round fish and allow them to do the very basic filleting activities.

Providing support:

During their training, I would provide support to the staff by answering any questions they might have and advising them on techniques of effective filleting.

Review of activity 1A On-the-job training, which may include one-to-one instruction and coaching, is training that is normally carried out in the trainee's workplace and covers the knowledge, skills and attitudes appropriate to the correct performance of a task or job to a laid down standard. It may consist of the whole of a training programme or it may be part of a programme which includes off-the-job training. Off-the-job training is training which takes place away from the trainee's workplace. Usually, this form of training takes the form of short courses or day-release programmes, which are provided either by the company's training staff or by an external training organisation. Other types of offthe-job training include the use of Open and Flexible learning packages, computer-based training, etc. One-to-one instruction is helping a trainee to gain knowledge and skills so that they can perform a particular job or task to a laid down standard. On-the-job instruction is normally used when the trainee is inexperienced or new to the task or job. Coaching on the other hand, is about helping the trainee to extend, improve or develop alreadyacquired basic skills. Providing support is not actually training. The role is more of a guide or counsellor and involves providing support to trainees working on personal learning programmes by discussing their problems and progress and giving them encouragement. Also linked to the provision of support is mentoring which involves acting as a 'sounding board' and generally looking after the interests of trainees who have no direct contact with the trainer or other trainees. Now try doing Activity 2A which will help you to understand a bit more about the benefits of training and how to carry out a systematic approach to it.

6.4 The Benefits Of Training Aims: To explore the benefits of training and particularly the advantages of carrying out a systematic approach to it. Preparation: As this is linked to Activity 1A, think again about the new system or way of working, you want to introduce to your staff. You may find it helpful to have some paper for making notes on, as well as your notes from Activity 1A handy. Activity 2A For each type of training identified in Activity 1A, evaluate their usefulness in terms of: What amount of time would be involved in the training. How the training could be organised around the trainee and their work circumstances to provide flexibility. How much would the training cost in direct terms, i.e. course and material fees and indirect terms, i.e. trainee's downtime, your time and the time of others involved in the training.

How easily the trainee's training could be transferred to the actual job. How easily the trainee's training could be transferred to the actual job. Having arrived at some conclusions, write in some of the benefits to you and your trainee against each method, which is listed below. Compare these with any previous training you may have personally undertaken.

Review of activity 2A Planned training results in benefits to the company and to those trainees who have been involved in the training programme. These potential benefits are: Time. It is likely to take less time to train somebody in or near, their workplace than to send them on an external training course. Training courses often cover the 'need to know' and the 'nice to know' information, whereas on-the-job training can be tailored specifically to meet the particular needs and requirements of the trainee and the company. Flexibility. On-the-job training can be flexible by being 'fitted around' the trainee and the circumstances of their work. Cost. The overall cost of on-the-job training can be less than off-the-job training for two main reasons: a) there may be less disruption to normal working; b) carrying out one-to-one training is more effective. Transfer. It may be easier to transfer what a trainee has learned in the actual workplace as opposed to a simulated off-the-job environment. Furthermore, the delay in becoming competent caused by trying to apply off-the-job theories to actual conditions can be another reason for

off-the-job training costs being higher than on-the-job training. There is nothing complicated about approaching training systematically. It might be more sensible to describe it as a common sense or logical approach. For example, it would be difficult to coach a trainee if you had no idea of what they were doing wrong or accurately design a piece of training without identifying the standard against which the trainee would be assessed. Now read a bit more about approaching training in a systematic manner below and try doing Activity 3A which will help you to understand a bit more about the connection between training and coaching.

6.5 A Systematic Approach To Training In carrying out a systematic approach to training, you are following what is often called “The Training Cycle”. This is described in the diagram below:

Each box represents a stage in the cycle and is defined as follows: Training Needs Training Needs represent the gap between what the job demands and the trainee's current competence, i.e. the trainee's current level of knowledge, skills, attitudes and experience. It is important that this stage is carried out carefully, otherwise the trainee may become a victim of either too much or too little training. In both cases, unnecessary expense is the result. Too little training could leave the trainee incompetent and de-motivated and in need of further training, too much training could result in expectations on the part of the trainee that could not be met and which may lead to low morale. Training Requirements Training Requirements can be identified by performing needs analysis, job analysis, and/or task analysis. Analyses form the basis for determining training needs, developing and maintaining valid task lists, and selecting tasks that must be trained on. To facilitate tracking and revisions of training materials on the basis of facility or procedural changes, task lists are entered into systems such as task-to-training matrices. Correctly done, these analyses provide assurance that training is

appropriate for the expected performance and identify requirements that serve as the basis for the design and development of OJT programs. Designing and planning the training Design and planning the training should not be rushed but carried out in a logical and well thought out manner. A considerable amount of time should be invested in deciding the outcome of the training, the training content, the structure of the training, the delivery methods to be used, the equipment and materials necessary to support the training and the manner of assessing the trainee's performance and evaluating the success of the training. To do a thorough job, time must be devoted to both planning and preparing the training. A general 'rule of thumb' states that you should allow four times the duration of the training for planning and preparation, i.e. a 30 minute training session will probably take about 2 hours of planning and preparation time. This time will be recouped however, depending on the number of trainees you have. Design phase activities include writing of terminal objectives, selection of appropriate training settings, and development of training/evaluation standards (TES) for each task selected for training. It is during the development of the TES that the bulk of the tasks are further analyzed, enabling objectives are written, and decisions are made regarding how training will be conducted and evaluated. OJT may be conducted using general instructions and task specific evaluation materials for low-hazard potential facilities or tasks. When writing a terminal objective, the training setting must be considered. The training setting selected should be consistent with the task, but balanced against available resources and facility constraints. Training/Evaluation Standards (TES) A training/evaluation standard (or equivalent document) is developed for each task selected for training. The TES specifies elements, criteria, and conditions required for adequate task performance. Each TES contains two parts: a training standard and an evaluation standard. The training standard contains the task title, the terminal and enabling learning objectives, and any applicable references. The information in the training standard is used to establish entry-level requirements and forms the basis for training development activities. The evaluation standard contains a performance test that includes prerequisites (to measure the trainee's knowledge and skills on each task), amplifying conditions and standards, and instructions to the trainee and the evaluator. The evaluation standard defines the conditions (cues) that signal a person to perform a specific task, establishes conditions under which actions occur, and establishes standards that measure knowledge and performance. It may be practical to combine the information contained in the training and evaluation standards into one document or include it in a qualification card or checklist. Coaches and training material designers/developers should design each evaluation standard so that different OJT coaches will administer the test consistently. The test should require actual task performance if possible. The methods of conducting OJT and the required level of accomplishing performance testing is determined during the TES development process. The acceptable level of accomplishment (perform, simulate, observe, discuss) should be specified in each TES. Certain tasks should require that a trainee demonstrate achievement of the terminal objective through actual task performance. A core of tasks that must be performed should be identified by line and training management. These tasks are typically overstrain tasks or those that may be critical to safety. Ultimately, the training and performance testing an employee receives should lead to qualifying

that individual to perform the task. Therefore, the majority of tasks should be performance coded as either perform or simulate. Observe and discuss are primarily used for knowledge assessments. Development Phase Development phase activities include the writing of training materials such as OJT checklists, qualification standards, and OJT guides. Additional activities include the selection and training of OJT coaches. The specifications generated in the design phase are used to develop an OJT program and all required training materials. Care should be taken to keep OJT materials simple and usable. OJT checklists (qualification cards) that are specific to an individual OJT program should be developed to document training and performance testing. OJT checklists should be based on knowledge and skills required by the training and evaluation standards. Required level/levels of accomplishing performance testing should be specified for each task. While many options exist for the format of an OJT checklist, the most common, is simply a list of all the tasks required for qualification and the required level of performance test accomplishment. In this case, the OJT checklist is used as a signature record card to document the performance testing for each task. The completion of training for each task should also be documented on the OJT checklist. An OJT checklist should reference the OJT guides used to conduct the training and the evaluation standards used to conduct the performance tests. If the trainee must be trained and performance tested on a number of tasks to become qualified, this format is usually the best. A second format used by some facilities includes each task's evaluation standard as a part of the OJT checklist (it may also contain each task's OJT guide). This format may result in a much larger OJT checklist. If a facility qualifies trainees on a duty area or a task basis, this approach may be workable. The use of an OJT checklist that has two coach signatures for each task helps to ensure that OJT is conducted and evaluated as a two-part process. The trainee is taught the task using an OJT guide and is then performance-tested using the evaluation standard. OJT checklists may contain tasks that have both simulate and perform specified as the acceptable levels of accomplishment. At the time of conducting the OJT and/or the performance test, the OJT coach should select the highest level of accomplishment that is supported by facility conditions. The OJT guide and the evaluation standard for a task that has multiple levels of accomplishment should be written to support the training and the evaluation at either level of accomplishment. For tasks with a single level of accomplishment, there may be times that facility conditions do not support performance testing at the specified level of accomplishment. If this is the case, the coach should inform the OJT program coordinator. The program coordinator may then reschedule the performance test or, with management's documented concurrence, the specific level of performance test accomplishment may be lowered. This documented concurrence should be attached to, and become a permanent part of, the trainee's OJT checklist. Qualification Standards Qualification standards are documents that contain the knowledge and skill requirements necessary for the successful completion of a training program. A qualification standard should provide explicit guidance to the coach and to the trainee to aid in the preparation for and the consistent administration of performance tests. A qualification standard should include all program-specific evaluation standards to be used during performance testing. Facilities that qualify employees on a task basis need not develop a qualification standard. In this case, the OJT coach and the trainee only need the task's evaluation standard.

A qualification standard should be prepared consistent with the program's OJT guides and evaluation standards. It should list the specific procedures and training resource materials required for each task (e.g., operating procedures, system descriptions, fundamentals text). This type of information may also be specified on the qualification card/checklist or in other training documents or procedures. The qualification standard may also include reading assignments, self-study requirements, study questions, problem analysis exercises, figures and diagrams, and amplifying information. Qualification standards should not include copies of facility procedures or training manuals/materials. They should instead reference these resources. Trainees in an OJT program that requires self-study should find the qualification standard a very useful document. It provides them with information on what to study, where this information may be found, and guidance on what they need to learn. A qualification standard should contain a section that provides a trainee entering an OJT program with information on how that specific program operates, what will be expected of him/her, and how/where to obtain training-related help. It should provide information regarding the use of the OJT checklist and how to use the qualification standard. This section of the qualification standard should also address (if not included in other training documents or procedures): o o o o o o o o o o o o

Facility restrictions on unsupervised trainee operation of facility equipment/systems Guidelines on self-study Guidelines on improving listening habits Established goals and how trainee progress will be tracked How the trainee interacts with the OJT coach/program coordinator How to prepare for performance tests Comprehensive testing/evaluation required at the program's completion. Learning Objectives Training Content Coach Activities Trainee Activities Resources

Performance-based training programs should require the use of OJT guides (or equivalents) to ensure consistent delivery of training. An OJT Guide is a document that outlines coach and trainee activities, learning objectives, training content, and the resources (equipment, material, etc.) necessary for the consistent conduct of training. The contents of an OJT guide for a specific task should be based on the training standard portion of the TES. An OJT guide should identify trainee prerequisites, learning activities, training equipment, and materials needed for training and specific guidance for their use. OJT guides also provide specific direction to the coach for guiding the learning process. Some may question the necessity of OJT guides for on-the-job training. However, one of the most frequently asked questions is "How can we ensure consistent training from one coach to the next?" One way to ensure this is by the use of the OJT guide. It may be a part of the OJT qualification card/checklist or a stand-alone document. In either case it should reference the specific task it supports and should be organized and formatted to enhance the one-on-one learning process. OJT guides should not contain copies of facility procedures. Rather, they should reference the appropriate procedures and provide the coach with task specific guidance which enhances the learning process. It should not include generic instructions that would be more appropriate in a training procedure or other type of guidance document. This practice helps ensure that the system/facility is operated only with approved procedures (which adds realism to the training), rather than with training materials, and will minimize revisions to the OJT guide as facility procedures are revised. OJT guides should be prepared with the assistance of the OJT coach serving as the subject matter expert (SME). They should be reviewed by an additional SME who was not directly involved in

their development, and should be approved prior to use by supervisory members of the training staff and the management of the work group for which the training was developed. There are numerous factors which can have a significant influence on a trainee's learning and motivation during the OJT process. Coaches or training material designers/developers should use these factors as they develop OJT guides. Appendix C discusses learning and motivation as they apply to OJT. There are many OJT guide formats that could be successfully used for on-the-job training. OJT guides normally consist of a cover page, a body, and a conclusion. It should be noted that much of this information may be included in the qualification card/checklist or other appropriate training procedures or guidance documents. The cover page should provide the coach with the following information: o o o o o o o o

Task title, number, and estimated time to complete the training Tools, materials, equipment, and references required Safety precautions and procedural limitations Reference to relevant facility procedures, facility conditions, and whose permission is required Terminal and enabling objectives Trainee prerequisites Notes to the coach--guidance/suggestions OJT guide review and approval signature(s).

The body is the outline for the instructional process and includes the following major sections: o o o o

Introduction Explanation Demonstration Practice under supervision.

The conclusion includes the following elements: o o o

Summary Additional motivation Documentation of Training.

Conducting the training This step is perhaps the most familiar to you. However, there's more to it than just 'showing' and 'telling' as there are a number of skills you can use to assist the learning of the trainee. During this phase of OJT the coach introduces and explains the task to be performed and demonstrates to the trainee how to perform the task. The coach then supervises the trainee's practice of the task. For high-hazard potential tasks, this phase of the OJT process is separate and distinct from the evaluation phase of OJT. For low-hazard tasks OJT may be conducted and evaluated simultaneously. Coaches should use the "Three Ts" of effective training as they conduct OJT. The first "T" is "tell them what you are going to tell them," The second is "tell them," and The third is to "tell them what you told them." Use of the three Ts helps to ensure effective on-the-job training. The primary instructional method used in the on-the-job training setting is the demonstrationperformance method. In this method, the coach tells and shows the trainee how to perform the task. The shop foreman teaches the apprentice almost entirely by some version of this method, and the

flight coach uses it to teach flying skills. The coach explains and demonstrates the particular task to the trainee and then coaches while the trainee practices the task. This method is based on the principle that trainees learn best by doing. During the practice the coach points out errors and helps the trainee improve techniques or eliminate errors in performance. The trainee is allowed repeated practice to achieve the terminal objective. When the trainee has satisfied the objectives, the coach concludes the training and documents it on the trainee's OJT checklist. Preparation Step Coaches should adequately prepare prior to conducting OJT to ensure consistent and effective training. A major portion of preparation should be a review of the OJT guide (or equivalent). This review should concentrate on the equipment and/or tools required, expected trainee preparations, reference materials, safety precautions, and may include a review of the factors that influence trainee learning and motivation. The coach should review the procedures referenced by the OJT guide, prepare the job site, and ensure that all necessary tools, materials, and procedures are available. The coach should also ensure that sufficient time for the training has been scheduled. Introduction Step Put the trainee at ease. It is natural for a trainee to be somewhat nervous at first, especially if this is the first contact with the coach. Time spent putting the trainee at ease will normally be time well spent. A relaxed trainee will be more receptive to the OJT process. The coach should motivate or arouse the trainee's interest in the training session. An adult likes to see a direct link between his/her job and the skills and knowledge presented during the training. To help to establish this link, the trainee needs answers to the following questions:    

What's in it for me (WIIFM)? Why do I need to learn this? When will I use this information? How will I use this information?

The trainee should understand the terminal and enabling learning objectives. The coach should state and discuss the objectives with the trainee to ensure that the trainee understands the required performance, how well it should be performed, and under what conditions. The coach should provide the trainee with the first "T" of effective training--"tell them what you are going to tell them." The coach should present an overview of the task that includes not only what will be learned, but how it will be presented. The overview should be brief and stress safety measures and compliance to procedures. This process may also help to relate this training to previous or future training. The coach should make sure the trainee understands that he/she can ask questions anytime during the training. The coach should continue to stress safety while establishing the "ground rules" regarding how he/she intends to conduct the training. Explain under what circumstances the evolution will be interrupted (e.g., to demonstrate if needed) and under what circumstances the evolution will be stopped (e.g., if personnel or equipment safety concerns arise). The coach should stress that facility procedures (administrative, operations, maintenance, lockout, etc.) must be adhered to at all times. The coach should determine what the trainee already knows about the particular job or task. The coach should then tailor the training based on a combination of the trainee's experience, knowledge, and training completed to date. By briefly reviewing what the trainee knows and then progressing to new material, the risk of losing the trainee's attention will be minimized.

The coach should minimize interruptions during the training process. The presence of co-workers at the training site may be a problem because the trainee needs to be able to practice, make errors, and receive corrective instruction without personal embarrassment. Although elimination of all co-workers from the vicinity of the training is difficult or impossible, some degree of privacy is needed. The last step in the introduction is to express confidence that the trainee will learn to perform the task quickly and well. The goal is for the trainee to begin the training with a feeling of confidence and a desire to meet the challenge. Explanation Step With a simple task the coach may combine the explanation and demonstration steps of OJT. With a complicated or hazardous task, however, it is usually better if the coach separates these two steps. The coach tells the trainee how to perform the task--the second "T" of effective training. The coach should clearly describe the action(s) the trainee is expected to perform. An important consideration in this step is the language used. Coaches should speak on a level the trainee understands and fully explain technical terms. The coach should stress key points and critical steps during the explanation of the task. This helps the trainee differentiate between the important (critical) and the not-so-important information. Full use should be made of being at the job site to explain the task and bring to the trainee's attention any cues and or stimuli related to the task. The coach should explain why and in what order procedural steps or task elements are done to reinforce learning and stress safety by his/her words and actions. An effective explanation requires two way communication between the coach and the trainee. The coach should ask the trainee questions to verify comprehension and should be patient and willing to explain something as many times as necessary. The coach should answer any questions the trainee asks. Most skills lend themselves to a sequential pattern where the coach explains the skill in the same order in which it is performed. When the coach can relate material to what a trainee already knows, the known-to-unknown strategy may be used effectively. When teaching more than one skill, the simple-to-complex strategy works well. By starting with the simplest skill, trainees build confidence and are less likely to become frustrated when faced with more complex skills. The coach should not describe short cuts or unapproved alternative methods of performing a task. The coach should not try to impress the trainee with his/her knowledge, because training should be trainee centred. Demonstration Step During the demonstration step the coach shows and explains to the trainee how to perform the task. The coach may demonstrate the complete task and then require the trainee to practice or they may perform the demonstration and practice steps together on an element-by element basis. A well written OJT guide (or equivalent) should provide the necessary guidance to the coach regarding the most effective techniques to use. It is important that the coach demonstrate the skill correctly and safely the first time. If demonstrated incorrectly, the coach's credibility is reduced and the trainee will have to "unlearn" the incorrectly presented material before he/she can learn it correctly. The coach should stress safety and compliance with facility procedures. An effective way to do this is by his/her own personal actions. Since the trainee generally imitates the coach's performance,

the coach should demonstrate the task exactly the way it should be performed. The coach should ask the trainee frequent questions and explain or demonstrate task elements again as necessary. The coach should proceed slowly and continue the demonstration only after it is clear that the trainee understands. Practice Under Supervision The coach should closely supervise the trainee's initial practice to ensure safe and correct task performance. An effective method of conducting the practice step is to have the trainee talk through the key points and demonstrate the main steps of the task. During the practice session, the coach should ask the trainee questions regarding what is being done, why it is done, and what indications to look for. The trainee should practice at his/her own pace without unnecessary interruption or too much coach assistance. As the trainee gains proficiency, the coach should reduce or fade his/her coaching. However, the coach should never hesitate to stop the trainee if a mistake can be prevented or has been made. The coach should correct improper actions promptly and without belittling the individual. The trainee will usually know what he/she did wrong, and very little correction should be necessary. The coach should be patient and provide positive comments on the trainee's initial efforts. Sufficient time should be scheduled to allow for trainee practice. Depending on the difficulty a trainee is having performing a task, the coach may have to schedule additional training and practice at a later date. The time to identify and correct errors is during the training rather than during the performance test. The OJT guide (or equivalent) should specify the degree of supervision that is required when the trainee practices under supervision. Facility procedures and the hazard or complexity of the task should be the overriding factor in this requirement. In both of the following cases the coach supervises the trainee, but the degree of supervision is different: Controlled:

The coach closely supervises the trainee. The trainee works at his/her own pace but the coach is always ready to stop him/her to prevent or correct mistakes.

Independent:

The coach allows the trainee to practice the task at his/her own pace following the demonstration. This method has limited usefulness for facility operators but may work quite well in a shop or laboratory environment.

The coach closely supervises the trainee the first time he/she practices the task and then allows the trainee to practice independently, periodically checking and coaching as necessary. Regardless of the method used, the end result should be sufficient trainee practice to develop proficiency in task performance (i.e., performance satisfies the learning objectives). Conclusion The conclusion of the training phase of OJT usually consists of three important elements. The first element is a summary of the training and is the last "T" of effective training--“tell them what you told them." The summary consists of a review of the learning objectives and the task steps. The coach should make positive comments and praise what the trainee did well. This should be done even during review of an area in which the trainee had difficulty. However, it is equally important to discuss the areas in which the trainee had difficulty, because suggestions for ways to improve specific difficulties is also important feedback. The second element is to provide additional motivation for the trainee. Reinforce how this training will help him/her perform on-the-job and discuss how it relates to previous and future training.

The last element is to document the training. Facility training procedures should specify how the coach documents completion of training. One method is to document the training on the individual's OJT checklist. Assessing the effectiveness of the training Assessment of the effectiveness of the training is often poorly carried out, if at all. The purpose of this stage is to see whether the training has not only worked but also to identify any modifications and improvements that could be made to make the training more effective. Using the feedback loop, you can easily identify any problems or deficiencies in all the stages of 'The Training Cycle'. It also enables you to measure the level of cost of the training and its 'value-for-money'. Evaluating performance During the evaluation phase of OJT the coach (evaluator) administers a performance test to assess the trainee's performance against predetermined performance standards. The evaluation phase should be separate and distinct from the training phase. However, OJT for low-hazard tasks may be conducted and evaluated simultaneously. During the evaluation phase, the coach tests the trainee. The time for instruction has ended. Performance Testing A performance test (sometimes called a practical factor) is a hands-on demonstration by the trainee of the knowledge and skills required to perform a task. Performance tests should be given and evaluated by qualified OJT coaches. The coach uses an evaluation standard from a TES (or equivalent) to determine if the trainee has the knowledge and skills to perform the task. A trainee's knowledge may be assessed prior to, during, or following task completion. It is suggested that safety-related questions should be asked prior to task performance. A limited number of questions may be asked during the performance test if they will not distract the trainee from the task's performance, with the remaining questions asked following task completion. The trainee is tested following the completion of training and any additional practice necessary to develop proficiency. Just as in the training phase of OJT, the evaluation phase consists of several distinct steps. To conduct a performance test the trainee and the coach should prepare for the test. The coach should then brief the trainee, conduct the performance test, debrief the trainee, and document the performance test. Preparing for a Performance Test Trainee Preparation. The trainee should review the evaluation standard and the OJT checklist to determine the required level of accomplishment. If there has been a significant time lag between the completion of training and the scheduled performance test, the trainee should study and/or practice the task under an OJT coach's supervision to help refresh his/her skills. The trainee should confirm the scheduled evaluation time, review safety requirements, and obtain any necessary safety equipment. Coach Preparation. The coach should confirm scheduled evaluation time with the trainee and verify completion of all prerequisite training. The coach should prepare for the performance test by reviewing the materials that will be used (the OJT checklist, the evaluation standard for the task, and the procedure). If time permits, the coach may want to walk through the task to ensure he/she is current on task specifics. The coach should ensure that required facilities, equipment, personnel, materials, etc., will be available at the scheduled time, and that facility operations will support and allow the level of accomplishment specified for the performance test.

Briefing the Trainee Prior to conducting a performance test, the coach should provide the trainee with an overview of the performance testing process and explicit instructions regarding the task to be tested. That is, the coach should provide clear and complete instructions as to what the trainee is/is not allowed to do and explain under what circumstances he/she will stop the trainee (such as danger to personnel or equipment). The coach should review the evaluation standard with the trainee and explain the standards of acceptable performance. The coach should tell the trainee that any answer or action that would place personnel, the facility, or system in danger is an immediate failure of the performance test regardless of the acceptability of other responses. Conducting the Performance Test A performance test is not an instructional process. Its purpose is to evaluate the trainee's skills and knowledge. The coach should not coach or prompt the trainee by giving hints, by asking leading questions, or by his/her actions. If a task requires the trainee to go to a location, the coach should not lead the way. If the evaluation standard references a procedure, that procedure should be available to the trainee during the test but should not be handed to the trainee by the coach. Part of the performance test is to assess the trainee's use of procedures and understanding of their importance. With most tasks, the coach should be able to determine if the trainee is performing the task correctly by observing and comparing the trainee's actions to the evaluation standard and the procedure. The coach should evaluate the trainee’s ability to:     

Obtain the needed reference material and tools without difficulty Use the references and tools correctly and in the proper sequence Observe applicable facility safety rules when performing the task Manipulate the equipment in a deliberate and timely manner Recognize equipment status (such as, does he/she recognize when a valve is open or a pump is running).

Usually it is not enough for employees to only possess the skills to operate a tool, a component, or a system. Knowledge of the underlying theory/principles of operation, interactions with other systems, and actions if the equipment or system doesn't operate properly should also be required. To assess a trainee’s knowledge, the coach must ask questions to verify understanding of the task; however, the coach should not ask questions to distract the trainee. All questions asked during a performance test should be related to the task's terminal and enabling learning objectives, starting with the easier questions. This technique tends to build confidence and puts the trainee at ease. The coach may then progress to more thought-provoking questions. The coach may also ask the trainee to "talk through" the task as he/she performs it. This technique reduces the number of questions the coach needs to ask and allows the coach to stop the trainee before he/she makes a serious mistake. The questions used may be written in the evaluation standard (preferred method) or generated by the coach during the performance test. Approved questions may be maintained in a question and answer bank and inserted into the evaluation standard prior to conducting a performance test. Benefits of developing written questions for the coach to ask as a part of the performance test include standardizing the knowledge assessment portion and minimizing the diversion of the coach’s attention from the trainee's answer (the coach may be thinking about what to ask next while the trainee is answering the current question). Wrong responses may then go unnoticed, thus reinforcing in the trainee's mind that what he/she said was correct when, in fact, it was not. The questions asked during the performance test should test understanding and judgment as well as factual knowledge.

If the evaluation standard was developed with questions and answers built into it, the coach should select appropriate questions to spot-check the trainee's knowledge. Questions asked during the test need not be restricted to those stated verbatim in the evaluation standard. The coach may rephrase or expand them as appropriate. The coach should also keep in mind that the trainee's answer will usually not be a verbatim answer. The coach should record on the evaluation standard whether the trainee's response was satisfactory or unsatisfactory, and if unsatisfactory, the given response. If questions are not included as a part of the evaluation standard, the coach should ask questions to assess knowledge and record them as previously described. The coach has the option of asking several different types of questions during the performance test. This applies equally well to developing questions as part of an evaluation standard or to the coach who is administering a performance test that was developed without questions. The two most common question types are the open-ended question and the closed-ended question. A good mix of these two types of questions should provide the coach with enough information to determine whether the trainee has adequate knowledge. The open-ended question places the burden of conversation on the trainee and gives the coach time to analyze what the trainee is saying. It reduces the total number of questions asked and is very useful when starting a line of questioning in a new subject area. The following are two examples of open-ended questions:  

Describe the procedure for starting the recirculation pump. Explain how other systems are affected by performing this task.

Closed-ended questions are specific questions that are often answered with only one or two words (e.g., Yes, No, Open, Closed, 150 psig). They may be used to clarify a statement the trainee made in response to an open-ended question. Closed-ended questions place the burden of conversation on the coach in that he/she spends much more time thinking of and stating the question than it takes the trainee to answer it. The following are two examples of closed-ended questions:  

Is there a danger of electrical shock while working on an energized motor controller? What indications of a loss of pump prime are available to you at this control panel?

Use of leading questions should be minimized or avoided altogether. In a leading question the coach gives the trainee a partial answer and expects the trainee to complete it, or gives the complete answer and expects the trainee to agree or disagree. All questions asked during a performance test should relate to the evaluation standard. Questions may include theory, system equipment, and a discussion of routine and/or emergency procedures. Most facilities require the trainee to memorize the immediate actions of an emergency procedure and expect the trainee to be able to rapidly locate the supplementary or follow-up actions in the procedures. In many instances an employee in the trainee's job classification does not perform all of the steps in a procedure. The coach should ask why the trainee does not perform these procedural steps, who does, how the actions of others affect the task, and how he/she would know when to continue with his/her part of the procedure. The trainee may answer a question incorrectly during a performance test. The coach's response to the wrong answer should be as neutral as possible. The coach may rephrase the question and if the trainee still does not respond correctly, record it in the evaluation standard and move to a different area. At the completion of the performance test the coach should clarify any misconceptions or have the trainee look up what he/she did not know. It should be noted that evaluation standards contain 100% of the required knowledge. For most tasks, the trainee is usually not required to know everything in the evaluation standard. Many facilities require that the trainee accomplish the skills portion of a performance test with 100% accuracy and achieve at least 80% of the information required by the evaluation standard. Other

facilities require 100% accuracy on the skill requirements and a satisfactory or unsatisfactory assessment of the knowledge requirements. Facility-specific procedures or the OJT program's training administrative guidance should establish the task-specific skill and knowledge levels. At the completion of a performance test the coach must make a judgment call. Compared to the evaluation standard--did the trainee have satisfactory knowledge and skills or not? The use of a detailed evaluation standard which includes questions and answers will reduce the subjectivity of this decision. There are many possible outcomes of a performance test. The following three are generic examples:   

Satisfactory skills and knowledge; no weak points. The coach signs the trainee's OJT checklist. Satisfactory skills and knowledge; the trainee lacked information on some minor details. The coach may cover those details during the debrief and sign the trainee's OJT checklist. Unsatisfactory; the trainee lacked necessary skills or showed a significant lack of knowledge and understanding. The coach should counsel the trainee as to the remediation required and what to practice or study and request the OJT program coordinator to reschedule additional training and another evaluation.

The coach should also discuss the trainee's performance with the program coordinator and/or the trainee's supervisor. Debriefing the Trainee At the completion of a performance test the coach should conduct a detailed review of the trainee's performance. The coach should tell the trainee if he/she passed or failed the test. The coach should make positive comments while reviewing the performance test results. Based on the outcome of the test, the coach should either discuss the knowledge items missed with the trainee or require the trainee to find the correct answers. Documenting Performance Test Completion If the trainee has satisfactorily performed the task, the OJT checklist should be signed and dated by the coach. If the task has multiple levels of accomplishment, the coach should indicate on the OJT checklist the level at which it was accomplished. Now try doing activity 3A, below, which covers the connection between training and coaching.

6.6 The Connection Between Training And Coaching Aims: To identify training methods that can be used in the workplace and their connection to the process of coaching. Preparation: As with the previous activities, think again about the new system or way of working, you want to introduce to your staff. Concentrate only on the different ways that a trainee could learn to carry out the new system or way of working. Activity 3A The list below contains five different ways a trainee could learn skills, knowledge and competence in the workplace. Against each one, briefly describe what you would use each method for when training your trainee

6.7 Training Methods

Review of activity 3A There are a number of different ways a trainee can learn in the workplace. These include: Trial and Error - letting the trainee gain work experience at their own pace. However, with this method there are health and safety considerations to take into account. Work Shadowing - allowing the trainee to observe an experienced and competent operative carry out the work. This also gives the trainee an idea of the possible problems they may encounter. The value of work shadowing can be enhanced by: – the trainee carrying out the observation using a checklist or schedule; – the operative providing an explanation to the trainee on what they are doing and why. Demonstration and Instruction - this is the method closest to coaching and allows a trainee to see the job carried out, explained and then be able to practice carrying out the job under supervision. Open and Flexible Learning - this would not be appropriate to developing a practical competence, though it can be used for skill development in a less hazardous environment, especially where basic skills have already been developed. You could also use this method to develop the knowledge required by the trainee to carry out the job competently. Work-based Projects - helping the trainee to develop a further knowledge and understanding about the job by carrying out tasks that involve more that just 'doing' and include opportunities to apply what they have learned. All of these methods can be used in a training programme to provide the necessary knowledge, skills, attitudes and experience to allow a trainee to become competent. However, the most effective method of delivering practical training in the workplace is coaching because it is about helping trainees to perform a task or job role to the laid down standard required for competent performance.

6.8 The Three Stages Of The Coaching Process The process of coaching can be broken down into three stages: Preparation which involves preparing for the session and preparing the trainee for coaching. Demonstration which involves using a variety of coaching skills and techniques. Monitoring which involves checking the trainee's understanding and progress. The following lines cover some theories on how a trainee's individual learning style relates to your style of carrying out coaching. You will find this very useful when you sit down to plan how you will train your trainee.

6.9 Learning Styles How does a trainee’s learning style relate to the coaching style? The idea of a learning style refers to the fact that each individual trainee will be inclined to learn better from different activities and approaches. Some trainees like to learn by carrying out practical exercises and learning from their mistakes, others like to watch demonstrations and receive explanations first, before applying what they have seen and heard. In 1986, Honey and Mumford, identified four basic learning styles:

Activists. These trainees enjoy 'having a go' and being 'thrown in at the deep end'. They like to solve problems and carry out practical tasks. Reflectors. These trainees like to stand back and think about the task. They tend to observe other people doing the task and discussing it with them and their colleagues. They enjoy reading books and listening to experts. Theorists. These trainees like to either 'draw up' their own theory, or take someone else's theory about a task. In deciding how to tackle a particular task, they will try to develop a model or staged approach to help them to carry out the task. Pragmatists. These trainees enjoy experimenting with a task and like to identify different opportunities to carry it out. They are usually full of bright ideas and like to run 'pilot' exercises or try out new ideas. Recognising the preferred learning style of trainees can have implications on the kind of approach you adopt for their training. This is particularly the case with activists, who learn best from one-toone instruction and pragmatists who prefer a coaching programme. Activists seem to learn more easily when they can get involved immediately in short practical activities and when there are a variety of things to cope with. Activists do not learn well when they are required simply to observe and not be involved or have to listen to theoretical explanations. Highly-structured practice sessions, where a task is continually repeated, would not be liked by the activist. The reverse is true for reflectors, who probably learn best when they are allowed to watch, observe or listen and then think over or review what has taken place. They would need to 'look before they leap' and be given plenty of time for preparation. Reflectors would not like being 'thrown in at the deep end'. Pragmatists learn best through work-based assignments and job-related issues, They do not like hypothetical situations (unlike the theorists) and would find it difficult to learn if they were given activities that were not job-related.

Ideally, a trainee's learning style preference can be assessed in a reasonably objective way by means of a questionnaire prior to the beginning of a series of one-to-one or coaching sessions. The information could be of benefit to you for the following reasons: it would help you to design sessions that fit in with the main learning style of the trainee; if the results of the questionnaire were 'fed back' to the trainee, it could help them to appreciate the difficulties they might experience with the training methods that, out of necessity, have to be used in their training; it would enable you to identify those trainees who may need special attention because their learning style contrasts greatly with the methods that the trainer needs to use; it could allow you to put into perspective the trainee's observations and comments about the training/coaching content and approach. If you are interested in finding out more about learning styles and would like to find out your own particular style of learning, the work carried out by Peter Honey and Alan Mumford is the most authoritative. Their work can be found in the "Manual of Learning Styles", first published in 1986 and available from most bookshops. More Information about Kolb Learning Styles David Kolb's learning styles model and experiential learning theory (ELT) Having developed the model over many years prior, David Kolb published his learning styles model in 1984. The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI). In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget. In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn. See also Gardner's Multiple Intelligences and VAK learning styles models, which assist in understanding and using Kolb's learning styles concepts. In addition to personal business interests (Kolb is founder and chairman of Experience Based Learning Systems), David Kolb is still (at the time I write this, 2005) Professor of Organizational Development at Case Western Reserve University, Cleveland, Ohio, where he teaches and researches in the fields of learning and development, adult development, experiential learning, learning style, and notably 'learning focused institutional development in higher education'. A note about Learning Styles in young people's education: Towards the end of the first decade of the 2000s a lobby seems to have grown among certain educationalists and educational researchers, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover Learning Styles objectors and opponents assert that heavy reliance upon Learning Styles theory in developing and conducting young people's education, is of questionable benefit, and may in some cases be counter-productive. Despite this, many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not. Accordingly - especially if you are working with young people - use systems and methods with care. It is wrong to apply any methodology blindly and unquestioningly, and wrong not to review and assess effectiveness of methods used.

That said, Learning Styles theories such as Kolb's model and VAK are included on this website for very broad purposes; these materials form a part of a much bigger range of concepts and other content concerning personality, self-awareness, self-development, and the development of mutual understanding and teams, etc., especially for the use in adult careers, work, business, management, human resources, and commercial training. See further notes about Learning Styles detractors and considerations below. Kolb’s experiential learning theory (learning styles) model Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (which might also be interpreted as a 'training cycle'). In this respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'. These 'observations and reflections' are assimilated and distilled into 'abstract concepts' producing new implications for action which can be 'actively tested' in turn creating new experiences. Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner 'touches all the bases', i.e., a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences. Kolb's model therefore works on two levels - a four-stage cycle: Concrete Experience - (CE) Reflective Observation - (RO) Abstract Conceptualization - (AC) Active Experimentation - (AE) and a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms: Diverging (CE/RO) Assimilating (AC/RO) Converging (AC/AE) Accommodating (CE/AE)

Diagram of Kolb’s learning styles

See also the personality styles and models section for help with understanding how Kolb's theory correlates with other personality models and psychometrics (personality testing). Learning Styles Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person's preferred style: notably in his experiential learning theory model (ELT) Kolb defined three stages of a person's development, and suggests that our propensity to reconcile and successfully integrate the four different learning styles improves as we mature through our development stages. The development stages that Kolb identified are: - Acquisition - birth to adolescence - development of basic abilities and 'cognitive structures' - Specialization - schooling, early work and personal experiences of adulthood - the development of a particular 'specialized learning style' shaped by 'social, educational, and organizational socialization' - Integration - mid-career through to later life - expression of non-dominant learning style in work and personal life. Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of axis, each with 'conflicting' modes at either end: Concrete Experience - CE (feeling) -----V----- Abstract Conceptualization - AC (thinking) Active Experimentation - AE (doing) -----V----- Reflective Observation - RO (watching) A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it).

These learning styles are the combination of two lines of axis (continuums) each formed between what Kolb calls 'dialectically related modes' of 'grasping experience' (doing or watching), and 'transforming experience' (feeling or thinking):

The word 'dialectically' is not widely understood, and yet carries an essential meaning, namely 'conflicting' (its ancient Greek root means 'debate' - and I thank P Stern for helping clarify this precise meaning). Kolb meant by this that we cannot do both at the same time, and to an extent our urge to want to do both creates conflict, which we resolve through choice when confronted with a new learning situation. We internally decide whether we wish to do or watch, and at the same time we decide whether to think or feel. The result of these two decisions produces (and helps to form throughout our lives) the preferred learning style, hence the two-by-two matrix below. We choose a way of 'grasping the experience', which defines our approach to it, and we choose a way to 'transform the experience' into something meaningful and usable, which defines our emotional response to the experience. Our learning style is a product of these two choice decisions: How to approach a task - i.e., 'grasping experience' - preferring to (a) watch or (b) do , and our emotional response to the experience - i.e., 'transforming experience' - preferring to (a) think or (b) feel. In other words we choose our approach to the task or experience ('grasping the experience') by opting for 1(a) or 1(b): 1(a) - though watching others involved in the experience and reflecting on what happens ('reflective observation' - 'watching') or 1(b) - through 'jumping straight in' and just doing it ('active experimentation' - 'doing') And at the same time we choose how to emotionally transform the experience into something meaningful and useful by opting for 2(a) or 2(b): 2(a) - through gaining new information by thinking, analyzing, or planning ('abstract conceptualization' - 'thinking') or 2(b) - through experiencing the 'concrete, tangible, felt qualities of the world' ('concrete experience' - 'feeling')

The combination of these two choices produces a preferred learning style. See the matrix below. Kolb’s learning styles - matrix view It's often easier to see the construction of Kolb's learning styles in terms of a two-by-two matrix. The diagram also highlights Kolb's terminology for the four learning styles; diverging, assimilating, and converging, accommodating:

doing (Active Experimentation - AE)

watching (Reflective Observation - RO)

feeling (Concrete Experience - CE)

accommodating (CE/AE)

diverging (CE/RO)

thinking (Abstract Conceptualization - AC)

converging (AC/AE)

assimilating (AC/RO)

doing (Active Experimentation - AE) feeling (Concrete Experience - CE) thinking (Abstract Conceptualization - AC) (AC/RO)

watching (Reflective Observation - RO) accommodating (CE/AE) diverging (CE/RO) converging (AC/AE) assimilating

Thus, for example, a person with a dominant learning style of 'doing' rather than 'watching' the task, and 'feeling' rather than 'thinking' about the experience, will have a learning style which combines and represents those processes, namely an 'Accommodating' learning style, in Kolb's terminology. Kolb learning styles definitions and descriptions Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it's a matter of using emphasis that fits best with the given situation and a person's learning style preferences. Here are brief descriptions of the four Kolb learning styles: Diverging (feeling and watching - CE/RO) These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Assimilating (watching and thinking - AC/RO) The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness

in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through. Converging (doing and thinking - AC/AE) People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications. Accommodating (doing and feeling - CE/AE) The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective. As with any behavioural model, this is a guide not a strict set of rules. Nevertheless most people clearly exhibit clear strong preferences for a given learning style. The ability to use or 'switch between' different styles is not one that we should assume comes easily or naturally to many people. Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. For instance - people who prefer the 'Assimilating' learning style will not be comfortable being thrown in at the deep end without notes and instructions. People who like prefer to use an 'Accommodating' learning style are likely to become frustrated if they are forced to read lots of instructions and rules, and are unable to get hands on experience as soon as possible. Relationships between Kolb and other behavioural/personality theories As with many behavioural and personality models, interesting correlations exist between Kolb's theory and other concepts. For example, Kolb says that his experiential learning theory, and therefore the learning styles model within it, builds on Carl Jung's assertion that learning styles result from people's preferred ways of adapting in the world. Among many other correlations between definitions, Kolb points out that Jung's 'Extraversion/Introversion' dialectical dimension - (which features and is measured in the MyersBriggs Type Indicator [MBTI]) correlates with the 'Active/Reflective' (doing/watching) dialectic (east-west continuum) of Kolb's model. Also, the MBTI 'Feeling/Thinking' dimension correlates with the Kolb model Concrete Experience/Abstract Conceptualization dimension (north-south continuum).

Honey and Mumford’s variation on the Kolb system Various resources (including this one in the past) refer to the terms 'activist', 'reflector', 'theorist', and 'pragmatist' (respectively representing the four key stages or learning steps) in seeking to explain Kolb's model. In fact, 'activist', 'reflector', 'theorist', and 'pragmatist' are from a learning styles model developed by Honey and Mumford, which although based on Kolb's work, is different. Arguably therefore the terms 'activist', 'reflector', 'theorist', and 'pragmatist' effectively 'belong' to the Honey and Mumford theory. Peter Honey and Alan Mumford developed their learning styles system as a variation on the Kolb model while working on a project for the Chloride corporation in the 1970's. Honey and Mumford say of their system: "Our description of the stages in the learning cycle originated from the work of David Kolb. Kolb uses different words to describe the stages of the learning cycle and four learning styles..." And, "...The similarities between his model and ours are greater than the differences.." (Honey & Mumford) In summary here are brief descriptions of the four H&M key stages/styles, which incidentally are directly mutually corresponding and overlaid, as distinct from the Kolb model in which the learning styles are a product of combinations of the learning cycle stages. The typical presentation of these H&M styles and stages would be respectively at north, east, south and west on a circle or four-stage cyclical flow diagram. - 'Having an Experience' (stage 1), and Activists (style 1): 'here and now', gregarious, seek challenge and immediate experience, open-minded, bored with implementation. - 'Reviewing the Experience' (stage 2) and Reflectors (style 2): 'stand back', gather data, ponder and analyse, delay reaching conclusions, listen before speaking, thoughtful. - 'Concluding from the Experience' (stage 3) and Theorists (style 3): think things through in logical steps, assimilate disparate facts into coherent theories, rationally objective, reject subjectivity and flippancy. - 'Planning the next steps' (stage 4) and Pragmatists (style 4): seek and try out new ideas, practical, down-to-earth, enjoy problem solving and decision-making quickly, bored with long discussions. There is arguably a strong similarity between the Honey and Mumford styles/stages and the corresponding Kolb learning styles: Activist = Accommodating "doing and feeling" Reflector = Diverging "feeling and watching" Theorist = Assimilating "watching and thinking" Pragmatist = Converging "doing and thinking" You must be careful how you use systems and methods with others, and be careful how you assess research and what it actually means to you for your own purposes. On which point, Learning Styles theories such as Kolb's model and VAK are included here for very broad purposes. Please consider these ideas and materials as part of a much wider range of resources for self-development - for people young and old, for careers, work, life, business, management, etc., and for teachers, trainers, managers and leaders helping others to improve and develop in these situations. The use of this material is free provided copyright (see below) is acknowledged and reference is made to the www.businessballs.com website. This material may not be sold, or published in any form. Disclaimer: Reliance on information, material, advice, or other linked or recommended resources, received from Alan Chapman, shall be at your sole risk, and Alan Chapman assumes no responsibility for any errors, omissions, or damages arising. Users of this website are encouraged to

confirm information received with other sources, and to seek local qualified advice if embarking on any actions that could carry personal or organisational liabilities. Managing people and relationships are sensitive activities; the free material and advice available via this website do not provide all necessary safeguards and checks. Please retain this notice on all copies. The terms 'activist', 'reflector', 'theorist', and 'pragmatist' are from a learning styles model developed by Honey and Mumford, and as such might be considered protected IP if used in a certain context. David Kolb's work is of course also intellectual property, belonging to David Kolb. You must judge for yourself whether your usage is 'fair use' and/or whether you need to seek permission from David Kolb. See www.businessballs.com/aboutus.htm for more details about usage. © David Kolb original concept relating to Kolb’s learning styles model, and Alan Chapman 20032013 review and code and diagrams artwork.

Factors that influence learning and motivation Numerous factors can have a significant influence on a trainee's learning and motivation during the OJT process. Instructional technologists should consider these factors as they develop OJT guides. OJT instructors should be familiar with and use these factors to improve their delivery of training. Prerequisites Trainees are more likely to learn something new if they have satisfied all the prerequisites. Past learning may be the most important factor in determining success or failure in learning. Completion of prerequisite tasks should be documented by the instructor's signature(s) on the OJT checklist. Meaningful A trainee may be motivated by relating to previous experience, future goals, interests, and values. Explain to the trainee how this subject relates to the job, his/her previous experience, and how this increases his/her potential for advancement. The trainee should then be able to see a direct link between OJT and the job. Positive Conditions and Consequences A trainee is more likely to continue learning if the conditions during instruction are made as pleasant as possible. Instructors should be aware of and try to minimize any negative conditions to which a trainee may be exposed. The following negative conditions are often associated with OJT:  Trainees may be bored if the instructor does not tailor the training to the individual trainee. Teaching material that the trainee already knows, or that is not meaningful, will contribute to boredom. (Pre-testing and exceptions to training may minimize this factor.)  Trainees may be frustrated by being given OJT when they have not completed prerequisite training.  Trainees may be subjected to unpleasant physical conditions. Extreme heat/cold, radioactive contamination, high noise levels at the job site (exposure to these conditions may be minimized by the use of a mock-up or simulator followed by limited time at the actual job site), and distractions such as the presence of peers during OJT may contribute to unpleasant physical conditions.  Trainees may be hurt emotionally. The instructor should make positive comments, avoid making comparisons to other trainees, and never ridicule the trainee's efforts. Trainees need to be rewarded (positive reinforcement) for their efforts; at first for doing the task nearly correctly, and after proficiency is gained for doing the task correctly. Open Communications A trainee is more likely to learn if OJT is structured so that the instructor's messages are open to the trainee's inspection. To improve open communications the instructor should:  Clearly state the terminal and enabling learning objectives. The learning objectives tell the trainee exactly what is expected of him/her.  Point out relationships. Give cues and prompts to the trainee to be sure he/she understands what has been said.  Avoid using technical terms without explaining them to the trainee (do not assume that he/she knows).  Talk about a system or component of that system at the location of the item if possible. Make full use of being at the job site to stimulate as many sensory inputs (sight, sounds, smell, touch) as

possible. Make sure the trainee can see and hear everything that is explained and demonstrated as it takes place.  Ask the trainee questions to verify comprehension. Open communication is a two-way street--the trainee should also feel free to ask the instructor questions. Modelling This is the very foundation of on-the-job training. The instructor provides a model performance for the trainee to emulate. It is very important that the instructor presents the material in the proper sequence and observes all applicable procedures and safety requirements. The trainee will emulate improper performance just as readily as proper performance. Therefore, the instructor must perform the task correctly. Active Appropriate Practice Learning is more likely to take place if the trainee takes an active part. OJT is an active hands-on process. Practice should be as similar to the actual job task as possible.

6.10 How to Prepare for Coaching

Activity 1B will start you thinking about the type of information you need from your trainee to help you plan the coaching. Finding out trainee information Aim : To develop your ability to collect relevant information from a trainee which will help you to plan your approach to their coaching. Activity 1B Complete the following checklist on yourself. From the information received, what objective opinion can you form about the person to be coached and what potential problems can be seen.

Work history to date: Time in current job: Previous training undertaken: Type (work returner, recently unemployed, etc. and character (lively, reserved, confident, etc.): Special needs or requirements:

Supplementary activity A : Hissing information Evaluate the information you have obtained from the checklist and see if you can identify any other relevant information that may be of help to you when planning the coaching. Write your thoughts in the space below Supplementary activity B : Means of collecting the information Although you would usually obtain the information directly from the trainee through a guided discussion, think about what other sources could be used to obtain the information. Write you thoughts in the space below. Review of activity 1B In order to accurately identify any possible coaching needs, the following information about the trainee would prove useful: their previous work history either within the company or prior to joining the company. their time in their current job and any progress they have made or when they are due to start their new duties. any previous training they have undertaken and when. the type of trainee - e.g. recent school leaver, returning to work after a career break, etc.. the character of the trainee - e.g. lively, reserved, anxious, confident, etc. any special needs they might have - e.g. physical disabilities, literacy/numeracy problems, etc. Where can I obtain this information? from the trainee, through an initial assessment and guided discussion. from the trainee's supervisor/line manager or from personnel and training records. Having covered the "who" the next step is to cover the "why". Activity 2B will help you to understand what kind of information a trainee wants from you about the coaching they will be undertaking.

What information the trainee expects from you Aim: To identify the type of information a trainee might require about the coaching they will be undertaking. Activity 2B Try to remember being back at your senior school and about to start a new subject. Now write a list of questions or worries you might have about the new subject. Use the space below to record your ideas. Review of activity 2B Hopefully, your teacher introduced the new subject in such a way as to allay any fears or questions you might have had. Similarly, it is important that you create a trainee's interest in learning because if they are interested in what they are doing, they will pay attention and hopefully, learn effectively. Creating a trainee's interest in often done by explaining the following details to them: what the aim of the coaching is and what it will cover. how the coaching will fit into the trainee's career or employment plan. what the value of the coaching will be to the department or section where the trainee works. any preparation work they may have to do prior to coaching. any 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 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. An example of a pro-forma for Creating Trainee Interest can be found at Appendix 2. What will the coaching consist of? Although occupational standards of competence exist for most industries, they are not detailed enough to be used as a learning programme. They are however, very useful as a checklist for identifying what has to be learned and can be broken down into prepare, carry out and complete. The starting point for most checklists is a listing of tasks and sub-tasks carried out by the job holder and arranged in the sequence in which they are performed. Even though the trainee may be able to undertake some of these activities already they should be included in the correct sequence and confirmed by you as the trainee progresses. An example of this listing is to take the activity relating to single filleting of round fish. A checklist for coaching may look like this:

There is always more to learn about the job than just being able to perform a number of tasks. It is often the sort of information that an experienced operative knows without thinking. This can include knowledge of the reasons why something is carried out a certain way, the consequences of error, etc. The way to approach this is to ask the following question about each activity, "What knowledge is required to do the job properly?" An example of this, as part of 'carry out filleting':

The amount of detail within checklists depends upon the complexity of the task or the requirement for a procedure to be accurately followed. In the case of single filleting of round fish, the checklist for trimming could be expanded as follows:

As well as preparing a coaching checklist, it is also important to develop a series of questions to check that the trainees knowledge base is sound. Before allowing a trainee to fillet therefore, you would need to confirm that they know which knife to use, expected yields, methods of handling the fish, etc. This can be achieved by asking a series of questions, which usually start with the words 'state', 'list', 'describe', 'explain', etc. Examples could include: State the effects of using a blunt knife to fillet. List the types of knives used to fillet round fish. Describe how jagged edges, belly lining, blood spots or stray bones can affect the quality of the fillet. Explain how you should minimise waste when filleting. Having covered the "who", the "why" and some of the "what", it is important at this stage that you understand the benefits of stating learning objectives for your coaching sessions and then matching coaching methods to your objectives. Activities 3B and 4B will help you to understand a bit more about this.

Writing learning objectives Aim: To identify the content of learning objectives and practise writing them. Activity 3B Look at the Single Filleting of Round Fish checklist at the start of this section and write in the space below, two statements which describe what you want the trainee to be able to do. These statements will form the learning objectives. To help you, the first part of the statement has been provided

On completion of the task, the trainee should be able to: 1 2

Review of activity 3B It is very rare for a trainee to achieve something unless you can effectively plan and direct your efforts towards that end. The most common method of doing this is to set training or learning objectives to reflect the intended outcome of the coaching, i.e. what you want the trainee to be able to do at the end of the coaching. These objectives usually consist of three basic elements: The terminal behaviour - what the trainee will be able to do at the end of the session, such as 'single fillet a round fish'. The conditions - limitations under which the trainee has to work, such as 'whilst conforming to standards of health, safety and hygiene'. The standards - the level of competence required, such as 'more than 50% yield within an acceptable time limit'. When setting objectives, it is helpful to remember to produce SMART objectives, i.e. Specific Measurable Attainable Realistic Timed Now try supplementary activity A, below, which should help you to see what a learning objective looks like. Supplementary activity A : Writing practice Having read the review of activity 3B, above, complete the learning objective for a coaching session on filleting fish. If you are really stuck, the answer is below.

Answer to supplementary activity A 'At the end of this session the trainee will be able to single fillet a round fish using the appropriate knife whilst conforming to standards of health, safety and hygiene to produce an edible fish yield of more than 50% within an acceptable time limit'. (Individual organisations will replace 'appropriate' and 'acceptable' with their own standards). Hopefully, you now have some more understanding of learning objectives. Activity 4B will take this understanding and allow you to explore some of the principles behind the selection of different learning activities. Matching coaching methods to objectives Aim: To identify principles for deciding which type of coaching method will meet the objectives of your session most effectively. Activity 4B Choose from the following list of options below, the method(s) which would seem most appropriate for each of the coaching sessions described below. Write the method(s) against the appropriate session (below) in the space provided. Exercise - method of developing principles, procedures and attitudes in a simulated manner. Activity - way of applying principles, procedures and attitudes in a practical manner. Presentation - way of imparting knowledge, both verbal and written, in a structured manner. Demonstration - showing and explaining a task or activity. Instruction to group - giving procedural information on a specific topic to a group of people. One-to-one coaching - to provide on-going individual instruction and advice on a task. A Guide to Coaching in the Workplace Matching methods to objectives

Review of activity 4B Each of the methods is suited to different purposes and it is an important skill to be able to choose the appropriate method for a given objective. There is no one right method for the various situations but a number of factors need to be taken into account when making the choice. Some of these are highlighted. The location of the coaching session will depend upon the type of coaching taking place and whether it is being carried out on or off-the-job. If the coaching taking place is away from the workplace, i.e. off-the-job, a 'quiet' room should be used. This could range from using a designated training room to using someone's office when they are out. If the coaching being undertaken is in the workplace, i.e. on-the-job, you should ensure that the environment is as conducive as possible for learning to take place. This involves try to avoid a noisy environment or one with constant outside interference. It is also useful if a quiet space could be found nearby so that the trainee could be taken to one side when detailed or complex matters have to be explained, or feedback on their performance given. Regardless of where the coaching takes place, it is vital that all the necessary equipment and materials are to hand and in good working order. It may help you to prepare a detailed list of all that is required and ensure that it is available when the coaching begins. It is possible that you may need to adapt or modify your coaching content and method of delivery to meet particular trainees' special needs. When should the coaching take place? This question relates to all time factors which affect the coaching, such as the date the coaching will begin, the period over which the coaching will take place and how the coaching time will be allocated. The start time for coaching needs to be established because as previously explained, there is a considerable amount of preparation to be done prior to the coaching sessions. As you become more experienced, the preparation time will become a lot less. The period over which the coaching will take place also needs to be thought about. The time involved in coaching will have to be balanced against the production time lost through coaching. There is no definitive answer, however, when preparing your learning objectives, it may be helpful to be realistic about the time required for the trainee to achieve competence. Finally, the time allocation of the coaching needs to be considered. It may be that a block of weeks or a specific number of days (or half-days) are allocated for coaching. Alternatively, certain tasks may only be done on certain days at certain times, therefore, careful planning may need to be carried out to match the task to the coaching requirement. How do I prepare the trainee for learning? Before beginning the coaching, you need to put your trainee in the right frame of mind for the learning to take place. This involves using some of the information recorded on the 'pro-forma for Creating Trainee Interest'. To put your trainee at ease, establish a rapport and create an incentive to learn by explaining what the coaching will consist of, the value of the coaching to the trainee and asking the trainee if they have any special requirements or needs.

6.11 Listening – An Essential Communication Skill "The opposite of speaking is not listening. The opposite of speaking is waiting!" This saying make sound like a joke, but it has an uncomfortable amount of truth in it. Most of us like the sound of our own voices and we have to consciously make an effort to really listen. Listening is an essential element in the art of good coaching. It involves concentrating on the trainee and then making a suitable response. You need to listen so that you hear what the trainee is really telling you. You should not just be waiting for a chance to have your own say. Part of being a good listener is being able to judge whether the speaker wants you to respond verbally. There are other ways of giving encouragement. Listening techniques Certain responses from you will aid communication by making the trainee feel that they are Being understood. You will not find it hard to recognise any of them. The real problem is in using them effectively with trainees. This requires practice and patience. Now try doing Activity 1C (below) which sets out some key listening techniques, the purpose of each and how to use them. Listening Techniques Aim To develop your understanding of different listening techniques and some of their uses when preparing a trainee for coaching. Activity 1C On the checklist below, list as many examples of listening techniques as you can find. You could also use the checklist to analyse a television interview with a politician. See how both sides behave and whether they ever employ anti-listening techniques! Checklist for listening techniques

Review of activity 1C

Now that you have looked at some listening techniques and their uses, try to do Activity 2C which gives you the opportunity to think about what a good listener does and what they should not do. The Effective Listener Aim: To develop your understanding of what a good listener should and should not do. Activity 2C List as many things as you can think of that might accurately complete the following two sentences. Use the space below to record your thoughts. A good listener does . . . A good listener does not . . . Review of activity 2C A good listener does . . . choose surroundings where the trainee feels comfortable. makes supportive eye contact (not too intense). use encouraging body language. shows interest. repeat key words. ask open-ended questions. make sure that uncertainties and inaccuracies are cleared up. repeat the trainee's views to help clarify them. notice differences between the trainee's verbal and non-verbal messages. make sure that the trainee has a chance to speak as much as required.

A good listener does not . . . appear bored, impatient or hostile. talk down to others. disbelieve, make light of, or laugh at. jump to conclusions before the trainee has finished. pass judgement. talk too much. make distracting gestures. interrupt. fill a silence too quickly. ask lots of questions when the trainee is thinking about what to say next. seem to favour one or two members of a group or take sides with the group against an individual member. How to help put the trainee at ease and establish rapport? What sort of questions could I ask to help put the trainee at ease and establish rapport? Areas of information about the trainee you may find useful to ask include the following: 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 and/or refreshments and do they know where those facilities are? How do I prepare myself to conduct the coaching? It is just as important for you to be ready to conduct a coaching session as it is for the trainee to be ready to receive the learning. It has been found that trainers who are also involved in day-to-day operational work, sometimes feel that having to fit in a coaching session for someone else is at least an interruption or at worst, an imposition. The result of this can be a hasty and incomplete session, lack of attention to the trainee's needs and possible impatience and anger if the trainee is slow to learn. Your readiness, therefore, is a key factor and it may help to consider the following factors: 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? Having now thought about the ways and means of preparing both you and the trainee for the coaching session, the next step is to look at how to introduce a coaching session. Try doing Activity 3C (below), as it will give you some ideas on what needs to be covered in the introduction.

6.12 Introducing The Coaching Session Aim: To develop your understanding of what needs to be included when introducing a coaching session. Activity 3C Under the following headings, write a brief sentence stating what benefits if any, you see of including these when introducing a coaching session. Revision/review of previous learning The topic to be coached Establishing trainee's existing level of skill and knowledge The context of the session The objective of the session Motivating the trainee to learn Structure and timing of the session The ground rules Explaining any jargon or technical language Showing a finished article or outcome Review of activity 3C Revision/review can be used to focus the trainee on what has been previously learned. This could be a summary of what had been covered, the key points that were learned or the identified weaknesses that required further practice. The topic needs to be stated, so that the trainee can concentrate and focus attention of the new tasks. Establish trainee's existing level of knowledge and skill in order to establish a starting point for the session and to save time if the trainee can already carry out parts of the task. Initially, the level can be ascertained by questioning the trainee to confirm their level. If it appears that they have the necessary skills and knowledge to do the task, confirm their competence by allowing them to carry out the task and by asking questions to test their underpinning knowledge. The context of the session may have to be explained as not every session follows on naturally from the previous one and it is sometimes difficult to see how the session fits into the overall job. By linking the content of the previous session to the current session and to the session that is to follow, you will hopefully show the trainee the relevance of the topic. The objective of the session and the means of confirming the trainee's competence need to be clear to both you and the trainee. Motivating the trainee to learn is often the most difficult part of the coaching process. Usually, the subject matter itself is enough to motivate however, on occasions incentives need to be offered. These may include explaining that: - work will be easier or done more quickly. - carrying out the task could provide evidence towards the achievement of a vocational - qualification such as the Food and Drink Manufacturing Operations SVQ or NVQ. - the skill gained can be used in other contexts. - appreciation will be shown by other staff and customers. - there may be cash or promotional incentives available. If the task itself is part of a job that no-one is keen on doing, there is little point in trying to convince the trainee that it is a most exciting task. If you try to do this, it could lead to your credibility as a trainer being called into question. Be honest about the tediousness of a job, but also tell them why the task has to be carried out and what might happen if the task was not carried out correctly.

Interest is essential for attention and attention is essential for learning and memorising facts and information, i.e.

INTEREST + ATTENTION = LEARNING Interest in learning can be created by: - giving the trainee realistic but stretching tasks. - offering variety. - giving responsibility. - making the learning enjoyable. Structure and timing needs to be explained to the trainee with regard to how the session will be presented and how much time will be spent on the different parts of the coaching. This is usually the best time to state what you will be doing, explaining and demonstrating, what the trainee will be expected to do and any details of the testing or assessment to be carried out. This will help prepare the trainee and make them feel more comfortable about the session. Ground rules with regard to the observation of safety rules and procedures need to be emphasised to the trainee at the outset. Other ground rules might include telling the trainee when they can ask questions and any other procedures that need following. Jargon and technical language that may be used during the coaching needs explaining to the trainee, prior to the session. The trainee also needs to be made aware that they should ask you about any term they may not be familiar with. Showing a finished article or outcome, if appropriate, will help the trainee to understand what they are being asked to achieve by the end of the coaching. Having now thought about the ways and means of preparing and introducing the coaching session, the next step is to carry out the demonstration. Try doing Activity 4C as it will give you some ideas on what needs to be covered during the demonstration of a task.

6.13 Demonstrating The Task Aim: To develop your understanding of what needs to be included when demonstrating a task as part of a coaching session Activity 4C The way in which you apply different techniques and methods of learning is likely to vary depending on whether the task being coached is manual (e.g. how to fillet, how to lift correctly, etc.), or procedural (e.g. fault finding, form filling, etc.). Regardless of the task however, there are several general features of a good demonstration. Under the following headings, write a brief sentence stating what the benefits are of including these features in a demonstration. Positioning of the trainee Relating words to action Stressing key points Avoiding irrelevances/backtracking Stressing Health and Safety factors Pacing information to meet the trainee's need

Review of activity 4C Positioning of the trainee - in a number of tasks your body or hands may obscure the vision of the trainee. It is important that the trainee is positioned correctly, with a clear view of the task. It is also important to: - avoid mirror imaging. - ensure you check right/left handedness. - check the height of any equipment you might be using. Relating words to actions - the trainee may have difficulty relating your words to your past actions, therefore you will need to: - match words to actions. - speak clearly and audibly. - vary tone and pitch of voice. - avoid verbal/non verbal distractions. - use level of language appropriate to the trainee. - listen. - moderate language in response to listener's special needs. Stressing key points - key points are critical to the correct performance of the task. Key points relate to factors which can affect quality, quantity, safety or speed of working. Methods of stressing key points include: - inflection in the voice. - repetition. - giving reasons for actions. - using memory aids, such as information sheets, diagrams, etc. Avoiding irrelevances/backtracking - you must make the distinction between backtracking (going over old ground and wasting time) and recapping (emphasising/stressing key factors). Backtracking can be minimised by the use of a session plan, coaching aids, etc. Stressing Health and Safety factors - when identifying key points or essential information to be passed on to the trainee, it is important that all potential Health and Safety factors are included. Pacing information to meet the trainee's need - not everyone absorbs information at the same speed so it is important to ensure that: - the instruction is presented in easy stages. - frequent breaks are introduced. - as many of the trainee's senses are appealed to as possible. - the trainee's understanding is constantly checked. The next few pages contain useful information on demonstrating both manual and procedural tasks. Demonstrating a manual versus procedural task What is the difference between demonstrating a manual and procedural task? Some features of demonstration are more specific to learning manual tasks, these include the use of senses, rhythms, work pieces and examples. Senses can be used to help the trainee to experience the standard that must be achieved, for example, the texture of a mixture, the taste of a product as different ingredients are added, the sound of a piece of equipment, the weight of materials, accuracy of measuring instruments, the temperature of raw materials. Some manual jobs have a rhythm to them, for example, the style of filleting - first one side, then the other, skinning fish, adding ingredients, etc. These rhythms are usually picked up by the trainee when personally doing the job, as opposed to being taught.

Many manual tasks result in some visible outcome or end product and the use of work pieces and examples can be useful in allowing the trainee to see what they have to produce, for example, seeing a correctly v or j-cut fillet. Learning a procedure involves acquiring an understanding of the sequence of steps that make up a particular task, together with the knowledge and mental or physical skill associated with each step. Procedural tasks can include such activities as inspections, fault finding, maintenance, form filling, inputting data into a computer. As procedural tasks require a greater step-by-step approach, some different demonstration techniques are needed. One such technique involves coaching the trainee to learn fixed-order sequences, from which no deviation is permitted, for example, the sequence of steps in replacing a worn out piece of equipment or inputting data on to a spreadsheet. Learning procedures therefore, involves you demonstrating the whole task, explaining as you go along any appropriate points of importance and then going through the task again but encouraging the trainee to talk through or explain what actions are required at each step. With both types of tasks, there is usually a need for a number of facts or stages, that need committing to memory. One method is to make the relevant information fit a 'mnemonic', the initial letter of each activity or fact is used to form a familiar word or phrase which can act as a memory jogger. For example 'INTRO' could be used to remind you of the key elements of an introduction to training session:

Interest Need Title Revision Objectives Another 'mnemonic' has already been discussed in the section dealing with preparation - 'SMART objectives'. A further technique to help the trainee retain memory is to provide handouts or visual aids of the task, which will form a permanent reminder to the trainee until such time that they no longer need them. You should now have a bit more understanding of how to demonstrate a task as part of a coaching session. The next section looks at how you monitor your trainee's progress towards competence.

6.14 Monitoring Trainee’s Progress towards Competence What is involved in the process of monitoring? Having demonstrated the task to the trainee, you now have to monitor the trainee doing the task. There are three aspects to the monitoring process: Encouraging the trainee to attempt the task. Encouraging the trainee to locate mistakes if considerations of safety and cost allow you to do so. Giving the trainee constructive feedback on their performance during the task. How to monitor the trainee after demonstrating? Why is it important to monitor the trainee after demonstrating? Having carried out a demonstration of the task, you now have to watch, question and listen to the trainee carrying out the task in order to: - prevent bad/unsafe habits forming. - check the trainee's understanding of the demonstration. - check the trainee's retention and understanding of related knowledge. Now try Activity 1D and Activity 2D which will help you understand a bit more about some of the factors that need considering when observing a trainee's progress.

6.15 Being Observed Aim: To develop your understanding about some of the factors that need considering when observing a trainee's progress. Activity 1D Think of two occasions in your past when you were observed by a trainer, carrying out a task and you felt under pressure. Write down in the chart below: 1. your feelings as you remember them. 2. what your trainer might have done to lessen your stress. OCCASION 1 How I Felt My stress could have been lessened by:

OCCASION 2 . How I Felt My stress could have been lessened by:

Review of activity 1D There are a number of ways that you can lessen the pressure on your trainee. These include: putting the trainee at ease by maintaining a supportive attitude throughout the process. checking the trainee's understanding of the standards of performance against which they are being monitored. checking their understanding of the coaching process. discussing with them any special requirements they may have. respecting their right to disagree with what the trainer proposes and explaining the options open to them.

Should a trainee disagree, the options may be: postponement of the monitoring. seeking another trainer. referring the trainee to a third party for advice. Now try Activity 2D which covers some other issues around observing a trainee.

6.16 Monitoring Progress By Observation Aim: To develop your understanding about some of the factors that need considering when observing a trainee's progress. Activity 2D Consider the following issues related to good practice in monitoring a trainee's progress and write your conclusions in the space provided below. How would you ensure that: - you monitor only the stated standards of performance? - your presence as an observer does not disadvantage your trainee? - your presence does not disturb the activities of others who are not taking part in the session? Review of activity 2D You have probably identified the following good practice points for the first question: a checklist based on the standards of performance being monitored is used. trainee's readiness for being monitored is checked. For the second question, you might have included: trainee is put at ease and briefed about the monitoring procedure. remain as unobtrusive as possible throughout the observation. you do not help or hinder the trainee in any way. For the third question, you might have thought of: consulting others who may be affected by the observation and securing their agreement. How to monitor the trainee’s performance? Apart from observing the trainee, how else can I monitor the trainee’s performance? Analysing any errors that the trainee makes to see if the cause can be attributed to anything that may have been misunderstood or not seen clearly and decide how the problem can best be put right. Intervening, when necessary, to help the trainee to complete the task effectively. There are a number of occasions when intervention may become necessary. These include: - cueing the trainee when something is about to happen (e.g. shortage of raw material). - prompting or reminding the trainee to do something (e.g. using the correct knife). - stopping the trainee when danger is imminent (e.g. un-guarded machinery). - preventing the trainee doing something which would mean them starting all over again (e.g. mixing the wrong ingredients). The alternative to intervention is to allow the trainee to make an error from which a lesson could be

learned. There is nothing wrong with allowing trainees to learn from their mistakes as long as these errors are neither dangerous nor potentially costly. Encouraging the trainee with the occasional word of praise or confirmation that the trainee is making satisfactory or good progress. This can be a strong motivator and can spur a trainee on to greater efforts. Now try doing Activity 3D, which looks at some of the features of constructive and non-onstructive feedback

6.17 Constructive Feedback Aim: To develop your understanding about some of the features of constructive and non-constructive feedback. Activity 3D Think of two occasions in your past when you have received feedback from someone else. This could have been formal or informal and not necessarily related to education or training. Write down on the chart below, the actual words used as you remember them. Try to identify whether you felt the feedback was constructive or non-constructive.

OCCASION 1

OCCASION 2

CONSTRUCTIVE OR NON-CONSTRUCTIVE CONSTRUCTIVE OR NON-CONSTRUCTIVE

Review of activity 3D You will probably have identified a number of aspects of the feedback you received which determined whether it was constructive or non-constructive. A trainee's performance will only continue to improve if they are allowed to practise the task and be told how well they are performing. Feedback is a way of learning more about ourselves and the effect our behaviour has on others. Constructive feedback increases self-awareness, offers options and encourages development so it can be important to learn not only how to give it, but also how to receive it. Constructive feedback does not mean only positive feedback because negative feedback, given skilfully, can be very important and useful. Destructive feedback is feedback which has been given in an unskilled manner which leaves the trainee simply feeling bad with seemingly nothing on which to build or options for using the learning. Generally, constructive feedback has the following seven factors: Start with the positive - most people need encouragement and to be told when they are doing something well. When offering feedback, it can really help the trainee to hear first what they have done well in, e.g. "I really liked how you positioned the knife to maximise the yield!" As our culture tends to emphasise the negative, the focus tends to be on mistakes more often than strengths. In a rush to criticise a trainee, you may overlook something that you liked. Finally, if you highlight the positive performance first, any negative comments are more likely to be

listened to, and acted upon, i.e. you remember best what you heard last! Be specific - try to avoid using general comments which are not very useful when it comes to developing skills. Statements such as "You were brilliant!", or "It was awful" may be pleasant or dreadful to hear, but they do not give enough detail to be useful sources of learning. Try to pin-point what the person did which led you to use the label "brilliant!" or "awful", e.g. "The way in which you held the fish as you turned it over was exactly right", or "Leaving that amount of flesh still on the bone was caused by using a blunt knife". Specific feedback gives more opportunity for learning. Refer to behaviour that can be changed - it is not likely to be helpful to give a trainee feedback about something over which they have no choice, e.g. "I really don't like your face/height, etc." is not offering information about which the trainee can do very much. On the other hand if the trainee was told "Think more about your attitude" or "It would help other trainees if you co-operated a bit more," it might give the trainee something on which to work. Offer alternatives - if you do offer negative feedback, then do not simply criticise but suggest what the person could have done differently. Turn the negative into a positive suggestion, e.g. "Although you stored the raw materials in the wrong place, I think if you had looked at the floor plan more closely you would have seen the correct location for it". Be descriptive rather than evaluative - Tell the trainee exactly what you saw or heard and the effect it had on you, rather than merely something that was 'good', 'bad', etc. For example, "Your request to the supervisor for more raw material really made me feel that you were worried about running out" is likely to be more useful than "That was good!" Own the feedback - it can be easy to say to the trainee, "You are ....", suggesting that you are offering a universally agreed opinion about the trainee. In fact, all we are entitled to give is our own experience of that person at a particular time. It is also important that you take responsibility for the feedback you are offering. Beginning the feedback with "I" or "In my opinion" is a way of avoiding the impression of being the giver of 'generalised judgements' about the trainee. Leave the trainee with a choice - feedback which demands change, or is imposed heavily on the trainee may invite resistance and it is not consistent with a belief in each of us being personally autonomous. It does not involve telling a trainee how they must be to suit us. Skilled feedback offers trainees information about themselves in a way which leaves them with a choice about whether to act on it or not. It can help to examine the consequences of any decision to change, or not to change, but does not involve prescribing change. Now try doing Activity 4D, which will enable you to evaluate feedback and if necessary, suggest constructive alternatives.

Giving Feedback Using Observations, Feelings, Needs, and Requests Based on the work of Marshal Rosenberg, author of “Nonviolent Communication: A Language of Life” Observations Clearly state what you see, hear, touch, feel, smell, taste, etc. Be specific as to time and context. When and where did this occur? o What were the exact words said? Or what exactly did you see? Separate your observation from any evaluation or judgment. o Ask yourself, “Could a video camera see my observation?” Feelings Express feelings, rather than thoughts disguised as feelings. o “I feel embarrassed.” rather than “I feel like an idiot.” Find feelings that you can own, rather than what someone is doing to you. o “I was irritated because I need to contribute.” rather than “I felt manipulated.. Beware of words that label or blame yourself. o “I’m discouraged because I want to contribute.” Instead of “I feel incompetent around him.” Take responsibility for your feelings. No one “makes” you mad or bored.  Denying responsibility: “He made me so mad when he was late.”  Taking responsibility: “I was annoyed/irritated/angry when you came 15minutes late without calling”. Needs When we identify needs instead of blaming ourselves or others, we can start building positive relationships. � Needs are universal, common to all cultures, genders, races and countries. � Differentiate between Strategies and Needs o o o o

Strategy: I need a car. Need: I need efficiency and ease to get to work Strategy: I need a new computer Need: I need dependability and security to work efficiency

Requests After we observe and identify feelings/needs, make clear request. The clearer we are about what we want, the more likely it is that we’ll get it. o o o o

Ask yourself “What is my intention in making this request?” Use specific language. “Can you be more considerate?” becomes “Are you willing to call us if you are going to be more than 5 minutes late?” Frame requests in the positive (it’s hard to do a “don’t”) Use a time frame where possible. “Are you able to get that report to me by 5PM today?”

There are two types of requests: 1. Action Request: A specific do-able action. 2. Connection Request: Invites more dialogue. “Would you be willing to tell me what you heard me say?”

Making a Request Using OFNR Steps for Giving Feedback 1. Make an observation � Clearly state what you see � Be specific as per time and context � Eliminate evaluations and judgments “I noticed that you came in 10 minutes late today.” Pause. - 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 because of the behaviour (the consequences) Are you choosing to connect or disconnect? “because I covered the front desk until you came and I need to be efficient in getting my work done” Or: “because I covered the front desk until you arrived. I depend on you to serve our customers during our open office 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 their choices are clear “Would you be willing to come at ___from now on?” “Would you be willing to call me if something comes up and you’ll be more than 5 minutes late?” Drafting Feedback for Someone I Work With 1. Make an observation “I noticed Pause. Give chance to hear what happened. Offer empathetic listening to make sure you understand. 2. Describe how you felt: “I was” 3. Your needs / or what happed because of the behaviour (the consequences): “because - Pause 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 to”

6.18 Evaluating Feedback Aim: To develop your understanding about some of the features of constructive and nonconstructive feedback. Activity 4D For each example of feedback below, state whether you felt it was constructive, unhelpful or non-constructive. Where you feel it is unhelpful or non-constructive, try to suggest an alternative which is constructive. - Feedback Given - Type of Feedback - Alternative suggested That’s not right, you’re getting to be lazy again, aren’t you? Everything is wrong, you’ll have to start again. You pin-boned and skinned that fish really well. Well done! I didn’t like the way you held that knife, it looked awkward. Review of activity 4D Although there are no correct answers to this activity, only suggested alternatives, you must always bear in mind the following seven features when giving feedback: 1 Start with the positive. 2 Be specific. 3 Offer alternatives. 4 Encourage the trainee to be involved in the feedback. 5. Own the feedback. 6. Adapt to the trainee's needs and level of competence. 7. Leave the trainee with a choice.

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: Seafish Training, Sea Fish Industry Authority, Seafish House, St. Andrews Dock, Hull HU3 4QE Tel: 01482 327837 who will provide you with further information.

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: Completing the task:

(Time to be taken.........) (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?

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

check their own work and assess it for quality. Draw up an action plan with the trainees and keep a copy so that there is a framework for discussion when the trainee is next observed. Recognise that the way you present something to be learned will directly influence the learning skills developed by your trainees. POINTS TO CHECK WHEN CONSOLIDATING THE TRAINEE'S LEARNING Provide a final summary Measure the trainee's level of achievement Reinforce the motivational message Look forward Not introducing new material HO TO COACH Step 1 – Establish Goals § Work with your employee. § What are you willing to accept? § Focus on behaviour, not emotions or attitudes - you can see behaviour. § Ask for employee input – Collaborate. § WRITE THE GOALS DOWN!! Goals should be SMART! Step 2 – Collect Performance Data § Don’t start analyzing/concluding yet – Just COLLECT. § Focus on behaviour, not judgments/inferences. § Use: o Personal observation o Interviews o Reviews o Reports o Feedback Step 3 – Analyze Performance § Did it meet goal? § If Not, Why? Training? Knowledge? Personal? Changes? Technology? Policies? Time? Step 4 – Review and Modify Goals § Checkpoint: You know the goal, and you’ve “seen” the performance. § Can we get there? If not, how should the goal be changed? § Colaborate!

6.22 Sources: DOE HANDBOOK - GUIDE TO GOOD PRACTICES FOR ON-THE-JOB TRAINING U.S. Department of Energy FSC 6910 - Washington, D.C. 20585 Distribution statement A: Approved for public release; distribution is unlimited. Manager-Tools.com Further information on training materials and contact information for local training coordinators can be obtained from: Seafish Training St Andrew’s Dock Hull HU3 4QE Tel: 01482 327837 Fax: 01482 223310 E-Mail Training@Seafish.Co.UK

7. Coaching Skills for On-the-Job Trainers IC 9479 - INFORMATION CIRCULAR / July 2005 Department of Health and Human Services Centers for Disease Control and Prevention National Institute for Occupational Safety and Health Information Circular 9479 Coaching Skills for On-the-Job Trainers By Launa G. Mallett, Ph.D., Kathleen Kowalski-Trakofler, Ph.D., Charles Vaught. Ph.D., CMSP, William J. Wiehagen, CMSP, Robert H. Peters, and Peter Keating DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention National Institute for Occupational Safety and Health Pittsburgh Research Laboratory Pittsburgh, PA This document is in the public domain and may be freely copied or reprinted. Disclaimer: Mention of any company or product does not constitute endorsement by NIOSH. Copies of National Institute for Occupational Safety and Health (NIOSH) documents and information about occupational safety and health are available from NIOSH–Publications Dissemination. 4676 Columbia Parkway Cincinnati, OH 45226–1998 FAX: 513–533–8573 Telephone: 1–800–35–NIOSH (1–800–356–4674) E-mail: pubstaft@cdc.gov Web site: www.cdc.gov/niosh DHHS (NIOSH) Publication No. 2005–146

COACHING SKILLS FOR ON-THE-JOB TRAINERS Launa Mallett, Ph.D., Sociologist; Kathleen Kowalski-Trakofler, Ph.D., Psychologist; Charles Vaught, Ph.D., CMSP, Sociologist; William Wiehagen, CMSP, Industrial Engineer; Robert Peters, Psychologist, Pittsburgh Research Laboratory, National Institute for Occupational Safety and Health, Pittsburgh, PA and Peter Keating, Senior Training Coordinator, Pennsylvania Services Corporation, Waynesburg, PA

7.1 Scope of the document The goal of this document is to describe how to develop or manage an on-the-job training program so that information is passed on from trainer/coach to trainee efficiently and effectively. By efficient is meant the best use of time and resources of all those involved in the training process, and by effective is meant that the trainee truly learns the skills and internalizes the knowledge needed to perform the job well.

7.2 Strategy The coaching-based OJT program strategy is based on a few simple ideas:      

A successful OJT program is created in a team environment. A champion in the company is needed to administer the program. Supervisors are assigned to oversee the training needs of each trainee. (Note: They do not necessarily conduct any training.) OJT trainers use coaching skills as they direct the learning process. Every OJT coach is given specialized training on teaching and coaching skills. OJT is conducted based on standardized methods for each job or task. Management has to create a positive attitude about coaching.

7.3 The OJT Team The key members of the OJT team are: 

A Champion. A champion is an individual who actively promotes the program in the company. The champion is a strong believer in the benefits of the coaching based OJT program and, in essence, sells it to upper management and enthusiastically supports its integration into the company. He or she administers and evaluates the overall program.



The Supervisor. The supervisor manages the action part of the program and is the person responsible for overseeing the progress of the trainee. o The supervisor— o Selects the coaches and provides on-going support for them. o Determines the training plan for assigned trainees by identifying the knowledge and skills to be acquired and providing standardized task training materials to the coach. o Pairs trainees with an appropriate coach or coaches. o Evaluates the trainee’s proficiency and signs off when training is complete. o Assesses the coach’s skill in transferring knowledge and skills to the trainee. o Initiates follow-up for each trainee.



The Coach. The coach does the training. He/she is responsible for organizing and planning the training, developing a relationship with the trainee, and teaching knowledge and skills to the trainee.



The Trainee. The trainee is responsible for being an interactive learner, developing a relationship with the coach, and mastering the material taught.

The primary work team in the coaching-based OJT program is the trainee, the supervisor assigned to oversee his or her training, and the coach or coaches who conduct that training. The diagram shows how primary interactions related to the program are expected to progress in a formal program.

The relationship between the coach and the trainee is defined in either a written or verbal agreement. Both individuals understand and are committed to the goals, actions, and timeline of the process and understand their respective roles and responsibilities.

7.4 Parameters of a structured training program To establish a structured program, parameters must be set regarding issues such as who will conduct the training, what material will be covered, and how long training will last. In addition, the following topics should be considered. Working with supervisors for successful implementation Selecting and preparing OJT trainers/coaches Developing and/or selecting training materials Setting trainee prerequisites Evaluating performance Granting company certification to trainers/coaches and trainees Implementation of the OJT Program Evaluating the program Source: http://businesscasestudies.co.uk/aldi/business-expansion-through-training-anddevelopment/on-the-job-training.html#ixzz2U09B6x44

7.5 Working with supervisors for successful implementation Supervisors play a key role in this OJT program. They select and review coaches. For each trainee assigned to them, they develop a plan with the knowledge and skills needed by that individual in mind. They match trainees to coaches to accomplish the goals set forth in the plans. It is the supervisor's responsibility to conduct an official evaluation to determine when trainees have achieved an acceptable level of performance. Since OTJ is, by definition, taking place at a worksite, even supervisors who are not currently assigned trainees need to understand the importance of quality training and know how to support coaches and trainees. All supervisors should know any legal requirements and company policies requiring employee training before certain tasks can be performed. Training-related paperwork, even if it is to be completed by another supervisor or a coach, should be explained to all supervisors so they can review it if they ever have a question about the training status of any employee who reports to them. OJT coaches can not be expected to fulfil their original duties at the same level of involvement while they are engaged in training activities. During that time, part of their job is to teach, not to produce. Supervisors need to understand how this short-term loss will be a long-term gain for the

company through increasing the skills of new employees. New employees will become productive more quickly with effective training. A difficult situation may be created if the new employee will not report to the coach’s supervisor. In these cases, it is particularly important that a supervisor believes a training related slowdown will not have negative ramifications. Supervisors should be positively reinforced for supporting training that will contribute to overall organizational goals. Supervisors will be overseeing the OJT worksite. They should communicate their support to OJT coaches and trainees and explain the importance of the program to their other workers. If an OJT program is being formalized for the first time, employees who were trained in less formal ways may not see why a change is needed. If other employees see training as a slowdown or something that negatively impacts their work, they may become resentful. If the supervisor is aware that this can happen, he or she is more likely to recognize developing situations and deal with them before problems become difficult. Regardless of the type of training being provided, supervisors have to manage new employees and employees who are new to given tasks. An effective OJT program will make this part of a supervisor's job easier. The responsibilities of the supervisor include:  Issuing OJT checklists and qualification standards  Pairing trainees with an appropriate coach or coaches (or: Providing the trainee with a list of coaches qualified to conduct the OJT and/or performance testing)  Providing on-going support for coaches an trainees  Assisting in determining training and task training materials (Ensuring proper documentation of training and performance tests)  Tracking trainee progress and setting target dates to reach qualification milestones/goals  Evaluating the trainee’s proficiency  Providing program feedback by evaluating the effectiveness of program materials and coaches  Scheduling training to take advantage of unusual or infrequent job-related activities  Assessing coaching skills  Counselling and assigning remedial training as a result of unsatisfactory performance  Maintaining communication with the coach(es) regarding the OJT program and the qualification progress of individual trainees.  Initiating follow-up for trainees

7.6 Selecting and preparing coaches The foundation of the program is its coaches. Coaches must know and be able to perform the jobs they are teaching and also know how to share their knowledge and skills with a novice. Choosing the right people to be coaches and then giving them the support they need is key to a successful program. A coach "is someone who helps someone else (a trainee) learn something that he or she would have learned less well, more slowly or not at all if left alone." (Chip R. Bell) OJT trainers are often chosen on the basis of their job experience. However, experts may not be the most effective teachers because they no longer need to think through each step of each task to do the job. Instead, they think of the work in chunks or patterns that they have come to recognize or define during hours of practice. Therefore, they may leave out critical information when explaining a task to a novice who needs to have every step clearly explained. While an OJT coach should be competent in the job for which a trainee is being instructed, the person with the most expertise is not always the best choice.

A person currently in the position is usually chosen as the trainer, and that person is generally expected to teach all aspects of the job. However, a supervisor should consider whether another employee could (or even should) teach some things to those new to a given job. For example, a mechanic who understands how a machine functions could teach equipment operators. The mechanic might be in the best position to explain how to do proper inspections and to advise the new operator about what should be done to keep the machine in good working order. In addition, using other coaches for parts of a trainee’s experience can lessen the workload on one coach and give a trainee different perspectives on new tasks. Job expertise shouldn’t be the only consideration when selecting a coach. Personal characteristics are also important. James Leach (1996) reports that successful trainers will have “enthusiasm, humour, flexibility, and tolerance.” In discussions between coal miners and NIOSH staff about what makes a good trainer, the characteristic of patience was brought up often. Miners also said excellent trainers care about their trainees. It will be these kinds of qualitative differences that will set excellent coaches apart from adequate ones. Selection and Training The credibility of a training program (and OJT programs in particular) depends on the quality of the coaches. OJT coaches should be qualified to deliver on-the-job training and/or conduct performance tests. The selection of OJT coaches is the responsibility of each facility's line and training management; however, first-line supervisor and senior job incumbents are the recommended first choices for OJT coaches. OJT coaches should be trained and qualified in accordance with the guidance in the DOE Guide to Good Practices for Training and Qualification of Coaches. Several factors should be considered when selecting OJT coaches. OJT coaches should be technically competent. They should have the skills necessary to train and evaluate assigned trainees. Additional factors to be considered when selecting OJT coaches include recognition of responsibilities, professionalism, maturity, judgment, integrity, safety awareness, communication skills, personal standards of performance, and a commitment to quality. The options normally available for selecting OJT coaches are the first-line supervisors and senior job incumbents or an coach from the training organization. The supervisors and senior job incumbents are usually SMEs (1) used to supervising or performing the job. As such, they have first-hand knowledge of the job. An coach from training may well be an expert on training but will typically not be as knowledgeable or proficient in the specifics of the job as an SME. It is usually better to train the supervisor or senior incumbent to be an effective coach than to train the coach to be a job expert. When OJT is conducted and evaluated using facility equipment, the coach must be qualified to perform the task. (1) Subject Matter Expert (SME) is an individual qualified (or previously qualified) and experienced in performing a particular task. A subject matter expert may also be an individual who by education, training, and/or experience is a recognized expert on a particular subject, topic, or system.

OJT coaches should receive coach training in advance to allow sufficient time to develop coach competency prior to working with trainees. When coaches have not yet attained the required instructional qualifications or only instruct occasionally, training quality may be maintained through mock training exercises and appropriate supervision and assistance. All OJT coaches should be given the opportunity to enhance their technical competency and instructional skills. Continuing training that is based on periodic coach performance evaluations should be provided to all qualified coaches. Coach evaluations should include direct observation by training and operations supervision during training sessions, and should address technical competency, coach skills, and overall effectiveness in facilitating the trainee's achievement of the learning objectives. Both announced and unannounced evaluations are appropriate. Some of the characteristics that make a good coach are (Leach, 1996)

     

Responsiveness:

Expresses interest in trainee, is a good listener, has good communication skills, accommodates individual differences, maintains relaxed manner, is receptive to questions. Enthusiasm: Is energetic, optimistic, prepared, willing to commit time. Humour: Able to incorporate humour in personal and real-life examples during training. Sincerity/honesty: Takes every question seriously and doesn't pretend to know the answer if they don’t. Flexibility: Able to eliminate, adjust, or alter material during training according to trainees' needs and/or time constraints. Tolerance: Able to accommodate different personalities and learning styles; accepts constructive criticism and doesn't take it personally.

Although no one seems to question how important technical expertise is for the OJT trainer, possessing a high level of expertise can actually hinder one’s ability to effectively share his or her knowledge with a trainee (Johnson and Leach, 2001, p. 426). In addition to expertise and personal characteristics, he or she must also know how to coach. Often this requirement is overlooked in OJT programs. While selected employees may become great OJT coaches by trial-and-error, they will become effective more quickly if given assistance in learning and mastering teaching skills. One way to do this is through 1-day workshops that incorporate adult education principles and allow teaching/coaching skills to be practiced. Although OJT trainers may have highly developed skills in their area of expertise, they are likely to have little awareness of the procedures and strategies that will make them effective trainers (Johnson and Leach, 2001, p. 427; see also Williams, 2001). Employees selected as OJT coaches should be told what is expected of them and what they will get in return for taking on this role. Teaching can be intrinsically rewarding, but it can also be stressful. Since the OJT coach is a productive employee, he or she may feel pressured to continue producing at the same rate even when activities are being added to a workday. It is not possible for the individual to do both things at the same time with 100% efficiency and attentiveness. The production rate for the OJT coach will decrease when they are training, and they should be reassured that the coaching job is important and worth spending time to do well. It is likely, however, that OJT coaches will continue to be productive employees in terms of their original jobs as well as in their new roles. It is appropriate that they be given recognition and/or rewards for their extra efforts. In an effective OJT program, coaches know they are respected and appreciated.

7.7 Trainees' role in on-the-job training programs Trainees’ responsibility in the relationship Trainees must be active participants in a coaching-based OJT program. They need to understand the importance of coaching and how it will benefit them. For the trainee-coach relationship to succeed, the trainee must be ready to learn, open to communicating honestly, and respectful of his or her assigned coach. Trainees who commit to the relationship and see training as an opportunity to increase their skills will be most successful. Supervisors should communicate trainee roles to each of them before training starts. Setting trainee prerequisites Some level of basic knowledge, and sometimes skill, is required before learning any new job. The prerequisites to the job should be determined and documented as part of the OJT program. Formalizing the prerequisites will give everyone an understanding of what is minimally expected of someone new to a given job. Trainers will be provided with a starting point, and trainees feel more confident knowing they have met certain standards. If trainees do not meet the prerequisites, what additional knowledge or skills they need before OJT begins will be clear.

Evaluating trainee performance It is important to have some system in place to determine whether trainees have gained the knowledge and skills required to do the new job. Such a system should be thorough enough to gauge trainee success accurately, but not too cumbersome to use with ease. One method is to design checklists including each important task and/or subtask that should be reviewed. Checklists can be compiled while training content is being defined. It can be used as a guide to key points to be made during training, as well as an evaluation tool as training progresses. One caution when setting up an evaluation system is that coaches and trainees must not think that "fully successful" is the only acceptable level of task performance. If that becomes the norm, trainers are likely to conduct an evaluation only when they are sure this goal will be met. A successful evaluation system allows trainees to learn from less-than-perfect performances and progress to eventual success in each task or subtask. Supervisors should evaluate the performance of trainees and have final sign-off responsibility. Successful training cannot take place, however, without the coach assessing performance either formally or informally as training progresses. Additional people who might evaluate trainees are other employees who have expertise in the job for which workers are being trained or safety department employees. However, no matter who evaluates trainees, the same method should be used each time. Trainees should always know who will be evaluating their performance and what knowledge and/or tasks will be reviewed. Granting company certifications to trainees Certification can be a means of identifying employees with given knowledge and skills. Certification is useful when a quick assessment of people who can do certain tasks is needed. If a company certification system is put in place, however, a decision must be made as to whether individuals currently in the job will be certified or whether those individuals should be evaluated in the same manner as new workers who are taking specific training. If a certification program is put into place, then OJT coaches should become certified before teaching others. Coaches then have the experience of going through an evaluation from a trainee’s perspective and a chance to become familiar with the training process. In addition, certifying OJT coaches demonstrates to trainees that the coaches have proven their abilities in the job being taught. One way to reward coaches is to institute an OJT coach certification. Certification would identify individuals who have been selected and prepared to conduct training. Preparation would include the content of the given job along with teaching and assessment skills. If the organization certifies employees as coaches, then training is less likely to become a “follow Joe around” experience. Once certified, however, the individual must be offered resources and support to be successful. They should also be given opportunities to improve their skills through additional education or refresher sessions. Another advantage to certification programs is that supervisors will know a certified OJT coach is qualified to prepare an inexperienced employee for a new task.

7.8 Developing and/or selecting training materials Teaching guides give coaches and trainees road maps for activities. Guides also increase the consistency of training between different OJT coaches and document what is being taught. The guides should be selected and/or developed with the input of OJT coaches, supervisors, maintenance personal, and safety professionals (or representatives) and tested to confirm they are appropriate for a specific workplace. "To keep things simple, [the] trainer [coach] and trainee guides should be, for the most part, identical. They should both list all of the tasks addressed by the structured OJT program" (Blair, 2001). While the basic information in coach and trainee guides should be the same, some different information should be added to each one. An additional item I recommend including for each task in the trainer [coach] guide is a statement, or paragraph, listing areas to cover, or stress, when teaching the task. This is also a good place for any other task-related suggestions you might want to add. Corresponding items can also be placed in the trainee’s guide to help them concentrate on the same salient points as the trainer (Blair, 2001). The job is not over when the training material has been developed or selected and is in use. Periodic review will ensure that the guides still match the organization’s training needs. Coaches, trainees, and supervisors should be asked to report their suggestions for changes or updates to the guides. If they individually make changes, their ideas will not be shared with other company OJT coaches. The result will be inconsistent training across the organization. Training guides also need to reflect changes in equipment, procedures, regulations, and policies.

7.9 Implementation of the OJT Program Implementing an OJT program involves evaluating the knowledge and skills of trainees entering an OJT program to determine if they meet the entry-level requirements for that specific OJT program. When trainees enter the OJT program, they need to learn how the program operates and what will be expected of them. They should be provided with an OJT checklist, a qualification standard, and other supporting self-study materials. Key factors in successful OJT instruction and performance testing (implementation) include: The learning objectives should be clearly understood by coach coach and the trainee The standards for successful completion of the training should be clearly understood by both the coach and the trainee The coach should have the knowledge and the ability to instruct and evaluate the trainee in accordance with the learning objectives and performance tests The training and the performance tests should be documented to meet training record requirements and to provide feedback to the training program. NOTE Personnel previously qualified at other facilities who have satisfactorily completed training programs with comparable content and performance standards may be granted an exception from portions of training on a case-by-case basis. Exception from training should be based on a review of their previous training records, personal interviews, and may include a pre-test based on the objectives stated for the training program. Pre-tests readily support exceptions from training when the trainee can demonstrate mastery of specific learning objectives. Pre-test results may also provide useful data to justify modification of an OJT program based on common strengths and weaknesses.

7.10 Evaluating the program The evaluation phase of performance-based training takes place to determine the effectiveness of training programs and to identify program changes that may be required. Evaluation should be integrated into the program as it is designed and implemented. No matter how confident anyone is in the program, some form of ongoing review is needed to confirm what is going well, what is not going well, and what improvements can be made. Line management should be actively involved in the evaluation of an OJT program's effectiveness. Line management's observation of facility activities that reflect improving or declining job quality and efficiency are a very important source of feedback for training, especially for an OJT program. An OJT program's content should be continuously monitored and revised as a result of changes affecting policies and/or procedures, system or component design, job requirements, regulatory requirements, and industry guidelines or commitments. Facility and industry operating, maintenance, and safety experiences should be monitored to identify employee performance problems. If training related employee performance problems exist, the solution may involve repeating portions of the analysis, design, and development activities and revision of existing materials. Because of the work and cost involved, the decision to modify the training program should first be based on safety considerations and then on a cost versus benefit basis. To ensure that programs remain effective and efficient, management's concurrence on all programmatic changes should be required. The evaluation process itself does not have to be costly or formal, but it should be comprehensive. The table shows some types of information that can be included in a program evaluation.

Everyone with knowledge about the program and a stake in its success should be included in the review to some extent. Key sources of information about how the program is working include trainees, coaches, supervisors, and employees working with individuals who have completed the training. The simplest technique is to talk informally to people about the program. More formal methods, such as questionnaires or group interviews, are also worthwhile, but depend on the resources of the program and the importance of the skills being taught.

Even when a program is evaluated and found to be highly successful, it should continue to be reviewed over time. New people become trainers, new supervisors are hired, and the subject matter itself can evolve as changes take place in the work environment and/or the worksite. Thus, training materials and processes should be reassessed and revised periodically so the OJT program continues to be successful.

7.11 Summary A coaching-based OTJ program requires commitment from all levels of the organization Trainees must be open to learning; coaches must be interested in teaching and trained to do it well; supervisors must coordinate and review the activities of their assigned trainees and the coaches working with them; and all managers must support the goals and methods of the program. Each program will improve over time. Today’s trainees will learn about coaching relationships and be trained using methods that adhere to adult learning principles. These employees will have a head start when it is their turn to take on the roles of supervisor and coach in the future.

7.12 References - Blair, P. (2001). Tips- Structured OJT, http://pages.prodigy.net/pblair/intro.htm, Pete Blaire and Associates. - Johnson, S. D., and Leach. J.A. (2001). Using Expert Employees to Train on the Job, Ch. 3 in Advances in Developing Human Resources 3(4), pp. 425-434. - Leach, J.A. (1996). Distinguishing Characteristics Among Exemplary Trainers in Business and Industry, in Journal of Vocational and Technical Education 12(2), pp. 7-11. - Wiehagen, B., Conrad, D., Friend, T., and Rethi, L. (2002). Considerations in Training On theJob Trainers, in Strategies for Improving Miners’ Training, Robert Peters (editor), - NIOSH Information Circular 9463, U.S. Department of Health and Human Services, - Center for Disease Control and Prevention, Nat. Inst. of Occup. Safety and Health, pp. 27-34. - Williams, S.W. (2001). The Effectiveness of Subject Matter Experts as Technical Trainer, - Human Resources Development Quarterly 12(1), pp. 91-97.

100

8. Guide To Conducting A Coaching Skills Workshop For On-The-Job Training 8.1 Goal of this Workshop The goal of this workshop is to teach experienced miners how to be effective at passing on what they know to miners new to their jobs. It gives prospective OJT trainers the rationale and tools needed to become effective coaches and an opportunity to learn and practice strategies for successful coaching. By the end of the workshop, trainers will have a clearer understanding of their role, know how to prepare for teaching someone a new job, and know where to get needed resources.

8.2 Objectives Instructional objectives are the cornerstone of successful instruction. When written well, they enable you to identify appropriate content for your instruction, organize your instruction the best way possible, and create tools to accurately determine if instruction is achieving your goals (Mager, Robert F. (1997) Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction, 3rd ed. Atlanta, GA: CEP Press.) Once upon a time a Sea Horse gathered up his seven pieces of eight and cantered out to find his fortune. Before he had travelled very far he met an Eel, who said, "Psst. Hey bud. Where ya goin’?" "I am going out to find my fortune," replied the Sea Horse proudly. "You're in luck," said the Eel. "For four pieces of eight you can have this speedy flipper, then you'll be able to get there a lot faster." "Gee, that's swell," said the Sea Horse and paid the money, put on the flipper, and slithered off at twice the speed. Soon he came upon a Sponge, who said, "Psst. Hey bud. Where ya goin’?” "I am going out to find my fortune," replied the Sea Horse. "You're in luck," said the Sponge. "For a small fee I will let you have this jet-propelled scooter so that you will be able to travel a lot faster." So the Sea Horse bought the scooter with his remaining money and went zooming through the sea five times as fast. Soon he came upon a Shark, who said, "Psst. Hey bud. Where ya goin’?" "I am going out to find my fortune," replied the Sea Horse. "You're in luck. If you take this short cut," said the Shark, pointing to his open mouth, "you'll save yourself a lot of time." "Gee, thanks," said the Sea Horse. He zoomed off into the interior of the Shark and was never heard from again. The moral of this fable is that if you're not sure where you're going, you're liable to end up some place else. Good instructional objectives describe the learner's performance—what the participant will be able to do at the end of the instruction. Performance outcomes identified in the objectives should be smart: specific, measurable, acceptable (attractive), realistic and timed.

101

Coaching Program Objective: The workshop participant will be able to coach an employee during training. Success will be measured by management acceptance or approval of the OJT progress review as signed by the coach. The review stipulates that the employee is ready for duty.

8.3 Unit Objectives: At the conclusion of this workshop, the participants will be able to Unit I  

Self-assess their individual readiness for coaching as measured by completion of the coaching readiness self-assessment and Articulate the definition and characteristics of a coach as measured by the ability to name three qualities of a “super” coach and three deficiencies of a “blooper” coach.

Unit II  



Demonstrate an understanding of the coach/trainee relationship as measured by an ability to discuss the “three Cs” (communication, collaboration, and commitment) that make up a coaching relationship, Demonstrate good communication skills (specifically good listening skills, good questioning skills, and knowledge of appropriate feedback) as measured by (1) the translation of closed-ended questions into open-ended ones and (2) completion of the communication skills summary, and Describe, in classroom participation, the role of coach, trainee, supervisor, and company.

Unit III    

Demonstrate an understanding of how adults learn as measured by completion of the "Adult Learners" activity, Demonstrate an understanding of effective coaching as measured by completion of the "Effective Coaching" activity, Demonstrate, through classroom participation, an understanding of effective assessment in the learning process, and Demonstrate, through classroom participation, a familiarity with how to complete a coaching checklist.

Unit IV 

Demonstrate the ability to prepare a training outline by completing all parts of the "Preparing a Training Outline" activity.

Unit V   

Demonstrate skill in using the principles of adult learning in a class exercise through participation in the "Practice Coaching" activity, and Demonstrate coaching skills in classroom role playing to be measured by use of the OJT observer form.

Unit VI 

Evaluate the training through discussion during the review of the day and by completing the coaching skills workshop evaluation.

Field tests and technical reviews show that participants are likely to ask questions that have no clear-cut answers. For example, they may ask what to do about trainees who aren't really interest in being trained. This question and others like it can't be given set answers because trainee selection methods and other program details vary by organization. Time should be allowed during the workshop to discuss these concerns, with due consideration of the context in which the coaching

102

will take place. Other topics, such as motivation, interest, abilities, and attitude, should be open to discussion during the workshop.

8.4 Workshop Topics The agenda below lists suggested topics and recommended times for a 1 day workshop.

103

8.5 Pre-class Preparation The workshop can be conducted in any classroom or conference room with adequate space for participants to break into small groups. Seating should allow class discussion and small group activities. A projector is useful to show slides. Flip charts may also be helpful during class discussions and small group activities. Each trainee should be given a trainee workbook to use during the workshop and to take as a reference. Items on the following checklist should be taken care of before each session. Date/time set Room scheduled Equipment available (projector, computer, flip-charts, other _________________ ) Materials (pre-class reading, workbook, extra forms for activities, slides) Participants notified of date, time, and location of workshop Pre-class reading material distributed to participants Managers/supervisors notified about workshop as needed Food/drink arrangements made Upper-level manager prepared to give opening remarks. If possible, the article “On Teaching and Learning: An Important Distinction in My Learning to Fly” by George Semb should be distributed to participants before the workshop. If this is not practical, then copies of the article should be handed out as trainees arrive, and they should be given time to read it before the workshop starts. An upper-level manger should give brief opening remarks. He or she can welcome the group and explain why the company or organization supports the training. A suggested outline is given on the next page to help the manager prepare his or her remarks.

104

8.6 Workshop Evaluation It is very important to obtain feedback about the effectiveness of the workshop. At the end of each workshop, the coach(s) should carefully review participants’ evaluations (included in the trainee workbook) and make changes to the class as needed. Later on, after participants have begun practicing their coaching skills on the job, it is important to obtain additional feedback. Ideally the feedback should come from the coaches, the employees they are training, and the supervisors of these employees

8.7 Coach’s Notes for Coaching Skills Workshop for OJT Consider these notes suggestions and use them as a starting point from which to tailor the workshop to individual class needs.

8.8 Welcome and Introductions - This section sets the stage for the workshop. - Make introductions and describe the plans for the session. - Start with the manager’s opening remarks. - Be sure trainees understand why the workshop is being offered. - Tell the class that they should make notes they think might help them. Lead a brief discussion about training and learning at the worksite. Refer to the pre-reading article (“On Teaching and Learning: An Important Distinction in My Learning to Fly” by George Semb) and trainee experiences. Ask trainees write what they expect to get from this workshop. Discussing expectations will let you know what trainees are thinking about the workshop and will give you an opportunity to correct any misconceptions they may have. You can also define what will and will not be covered. Ask trainees to complete the OJT Coaching Pre-assessment (cfr annex). Have them fill out the form for this workshop on Coaching. Explain that they should think about coaching broadly. For example, in question 2 include experiences in the community (soccer coach, Little League, Boy Scouts, volunteer organization leadership, fraternal organizations such as Elks, VFW, church activities, parenting) and any other experiences they have had teaching someone to do something. One goal of this activity is to increase confidence by showing that most all adults have some sort of “coaching” experience. Point out that it can take workers a long time to learn new tasks by trial and error. It is often possible to significantly reduce this time by providing structured On-the-Job Training. This graph illustrates how structured jobsite training accelerates the learning curve. Not only does it accelerate learning, it often reduces risks and costly mistakes that can result in serious injury, production downtime, or increased levels of maintenance. Variability in the performance of critical tasks can compromise performance. Structured OJT, coupled with effective coaching, reduces the variability in workers’ performance of critical tasks, and moves them well beyond minimum levels of acceptable job performance. When workers learn new tasks by trial and error or the “Following Joe Around” methods, one can expect them to make more errors and to take longer to achieve an acceptable level of performance. Workers who are taught by an effective program of structured OJT coupled with good coaching can be expected to learn more quickly, and to exhibit less variability in task performance. This latter

105

approach to training requires small time investments in the short run. However, the long run benefits are often well worth this initial investment. The graph above and related information was taken from the following document. Wiehagen, B., Conrad, D., Friend, T., and Rethi, L. (2002). Considerations in Training On-the-Job Trainers, in Strategies for Improving Miners’ Training, Robert Peters (editor), NIOSH Information Circular 9463, U.S. Department of Health and Human Services, Center for Disease Control and Prevention, National Institute of Occupational Safety and Health, pp. 27-34.

8.9 Unit 1: What is a Coach? This section defines a coach and explains why learning coaching skills is important for someone conducting OJT. Discuss their technical expertise and how they will be better able to share their knowledge and skills after they participate in this workshop. Emphasize that practicing their coaching skills after the workshop will help them improve as OJT trainers.

Use Coach Holtz’s words to kick off a discussion about ability as only the starting point for being able to do a job well. Good coaches are motivators and instil good attitudes in their trainees. Fun Facts: Under the leadership of Coach Lou Holtz, the University of South Carolina football program achieved a high level of success and respect. In Coach Holtz’s first five-years, USC accomplished several firsts in the program’s 110-year history, including the following. • Winning two consecutive New Year’s Day Bowl games (2001, 2002 Outback Bowls) • Finishing with top 20 national rankings for two straight years (19th in 2000 and 13th in 2001) • Ranked in the national polls for an entire season (2001) • The most victories in consecutive seasons (17 from 2000-01) • Record-setting home attendance (82,614 average in 2001 and 82,138 in 2002) • Most national television appearances in a three-year period (18) • Most players (11) to sign NFL contracts in one season (2002 and again in 2003) “Once in a while you have to take a break and visit yourself.” Audrey Giorgi Self-assessment determines  Your strengths  Things you can work on to improve your success as a coach Ask trainees to complete the self assessment form in unit1. When everyone is finished, discuss the form.

106

Refer trainees to Unit 1 for this discussion. Point out that each box is related to the questions in the corresponding box on the form they just completed. This activity can be started individually or in small groups. Bring the class back together to discuss the positive and negative characteristics the trainees have recognized in their past coaches. You may want to put the positive list on a flip chart and hang it on the wall for later reference. WWIFM? - What is in it for me? Have each trainee write an answer to the question. Some examples are: - Improving the skills of my work team; - Learning ways to teach my children new skills; - Gaining respect in the organization. Facilitate a discussion of what the workshop participants can gain from becoming OJT coaches. Summarize this unit by defining a coach and reviewing characteristics of a good coach.

8.10 Unit 2: The Coach/Trainee Relationship A coach must create a learning environment for the trainee. This section discusses the relationship needed between coach and trainee. Establishing a relationship is the first step in the process of coaching. See Unit 2 for discussion of the three C’s: communication, collaboration, commitment. Techniques to establish the three C’s: Listening, Observing, Questioning, Rephrasing Communication Communication needs to move through four stages. Sometimes the process goes quickly and at other times it is slow and deliberate. Step 1: Exchanging information leads us to want to know if our message was received and understood. Therefore, we move to the next step in the process. Step 2: Ensuring understanding. There are techniques you can use to determine if the listener not only received your message but understands the message and its intent. Step 3: Establish Trust and Belief. The listener must not only understand what is said, but also believe it. Step 4: Commitment to Action. Often, in the communication process, all that we have to go on is the listener’s statement of what they will do. That is why it is called a commitment to action and not just an action. We have to listen for the commitment. If it is not forthcoming you may need to probe to find out why. Discussion Point: What happens if the listener understands, but doesn’t trust or believe that what was said is reasonable or the right thing to do? Understanding does not always come easily. It is the result of skill and effort.

107

Communication is an exchange between two parties. In teaching, emphasis needs to be placed on trying to see each point from the learner’s point of view instead of only trying to make him or her see things your way. “Seek first to understand, than to be understood. Next to physical survival, the greatest need of a human being is psychological survival: to be understood, to be affirmed, to be validated and appreciated. Listening provides this, for it provides ‘psychological air’.” This is a quote from Covey. Ask trainees what they think Covey means by psychological air. The answers will be varied. This discussion will lead to a short comment on validation on the next slide. val·i·date 1. a :to make legally valid b : to grant official sanction to by marking c : to confirm the validity of (an election); also : to declare (a person) elected 2 : to support or corroborate on a sound or authoritative basis <experiments designed to validate the hypothesis> synonym see CONFIRM (Webster’s Dictionary) Listening Listening engages the heart of a person. Engage the heart and you can then engage the mind. When you listen carefully to another person, you validate them. Once the need for validation is met, others are open to listen to you. It is then you can focus on influencing them or solving problems. Problem Solving begins with listening. Good listeners

Review good listener skills in unit 2.

108

Nonverbal behaviour is important to note. One study found 93 percent of a message is sent nonverbally, with only 7 percent through what is actually said. Have trainees write down some forms of nonverbal communication. Example: frequent eye contact communicates interest and confidence. Asking Good Questions Have trainees think about themselves in social setting approaching someone they know. Ask them how often their conversation begins with a question. Lead a discussion about why this is so. (starts an exchange of information, shows interest, captures interest, etc.) Types of Questions Tell the class there are two types of questions. Ask them if they know the difference between a closed-ended and an open-ended question. Closed-ended - short/set answers Open-ended - more detailed/varied response Both are useful in certain situations. Definitions. Closed-ended questions usually result in a yes or no answer They usually begin with a verb: do.., is…, could …, would …, should …, will…, shall … Example: “are you ready to move to the next step?” Open-Ended questions help evaluate trainee’s understanding and establish strengths and concerns of the trainee. Begin with: how …, why …, when …, where …, what …, who …, which …, if … Example: “what additional information do you need in order to move to the next step?” Quickly call on participants and have them ask you a question starting with the key words do, is, can, etc. Move from person to person quickly. Continue having participants ask questions now using the key words how…, why…, etc. (answer briefly, but not with yes/no answers) Discuss how these questions force more information than the closed-end ones. Open-ended questions help a coach collect information about the learner’s background, experience, and progress. Lead a brief discussion on why open questions would be better in a coaching environment. Giving Feedback The purpose of feedback is  To reinforce corrections  To point out actions that need to be corrected through further practice As coaches, the skilful use of feedback to learners is important in letting them know how they are doing, answering questions, and dealing with their concerns. Discuss the tips for giving constructive feedback listed in Unit 2. Explain there are different types of feedback that coaches can learn to use.

109

Praise: Praise let trainees know how well they are doing. Use sincere praise to create a more constructive atmosphere Discuss what is meant by the term sincere praise? Clarifying: 1. Restate what you heard the trainee say 2. Listen for confirmation that what you are saying is correct. 3. Encourage trainees to tell you if you are right or wrong. Restate the trainee’s original statement in more specific terms. Example, “What I hear you saying is…”. Give a specific example or restate what was said in general terms. When you restate you do not clarify what the other person means, but what it means to you. Boomerang Question: Redirect a question back to the learner Example: “That is a good question. What do you think ought to be done in that situation?” Tell the class that there are times when they will be asked questions that they know should be answered by the trainee. They shouldn’t be afraid to bounce it back to them. Caution them not to throw all questions back to the trainee, but to evaluate each one to determine the benefits of redirecting it. Effective Coaches: - Give plenty of timely positive feedback - Give negative feedback privately - Accept criticism without becoming defensive Review the importance of giving feedback. Introduce the idea of giving feedback at the right time and place. Explain that feedbacks can be learned and can improve with practice. Explain that there are different levels of feedback that can be useful in different situations. Review related information in unit 2. Informal Feedback: Formal Feedback:

Given as issues arise Given at specified times

Break the class into small groups to review the communication skills discussed in this section. Have them answer the question in unit 2. Have the groups report their answers to the class. Answer any questions related to communication skills. Responsibilities End this section by explaining that a coach will use communication skills to fulfil a number of responsibilities. Discuss the responsibilities of the coach listed in Unit 2.

110

Coach’s Responsibilities include: - Assessing trainee knowledge and skills - Organizing and planning training - Develop relationship with the trainee - Teaching knowledge and skills - Evaluating progress - Suggesting changes needed to the program Each coach must interact with a team which includes trainees and managers/supervisors for a successful OJT program to function. Discuss the responsibilities of the supervisor, and trainee listed in unit2.

8.11 Unit 3: Coaching Adults Adults learn differently from children. Research has taught us some characteristics of adult learning. o o o o o

Adults respond best to learning that is active and experienced-based. They like learning they can relate to on the basis of their own experiences. Unlike children, adults are experts in their own right in specific areas. This expertise needs to be recognized and may be used to meet the learning goal. Adults are real-life centred and desire practical problems, example, and descriptions from real life. Adult learners are task-centred and problem-centred. They are quick to focus on a problem and so are solution-driven. Adults have personal training goals. They may be skill-seeking and in training to acquire a new job skill. Sometimes an adult will be motivated by the pleasure and satisfaction of learning something new or by camaraderie of interaction. Other times an adult will be motivated by the resultant increase in pay or certification at the end of the class.

Knowing a trainee’s motivation will help in coaching that individual. Adults are independent, self-directed learners. Methods should be used to guide the trainee to learn in a way and at a pace comfortable for him or her. Examples: Self-directed: Experience-based: Practical: Problem-centred: Goal-oriented:

allow trainees to say when they are ready for an assessment of their skills use examples from a trainee’s off-the-job interests like sports ask the trainees questions about applying new information to a specific task explain at what point during a work process a new skill would be used ask the trainee his/her career goals and discuss how this training fits

The coach should motivate or arouse the trainee's interest in the training session. An adult likes to see a direct link between his/her job and the skills and knowledge presented during the training. To help to establish this link, the trainee needs answers to the following questions:

111

o o o o

What's in it for me (WIIFM)? Why do I need to learn this? When will I use this information? How will I use this information?

The Cone of Learning Basically, more is remembered when training is active and closer to the actual task being trained. Simply telling the trainee what to do is much less effective than involving them in the learning process. Coaching is a planned process. While it may be more or less formal and structured, it does not happen effectively without thought going into how it will be done.

Example of planned coaching: “helping daughter pass written driver’s licensing test.” Goals: Content: Delivery: Assessment: Remediation:

pass the written driver’s test the state driver’s study book reading and discussion practice tests and the state administered exam discussion of materials related to questions missed

Evaluation must be part of an effective coaching program. The formality and structure of assessment varies across programs

112

8.12 Unit 4: Preparing a Training Outline A training outline helps a coach to cover all the key points when teaching and assessing. If all coaches at a workplace teach from the same outline, then everyone new to a task will learn to do it the same way. This makes working together later easier. A practical training outline: ♦ Makes sense to experience workers ♦ Is a natural way of thinking about the job ♦ Is useful for chunking the job into parts that can be taught and evaluated ♦ Is at a level of detail that is useful for the trainee and the trainer How to Make a Training Plan: Source: http://www.wikihow.com/Make-a-Training-Plan Edited by Arete, Blizzerand, Teresa, Lillian May and 7 others Step1: Set the objectives of the training. Example: "The training goal is to provide training to ----------- on the --------- machine. The trainee will learn skills on the Health & Safety aspects of the machine and how to set and run the machine." Ask yourself these questions to help set the right objective. - Is it to train your employees on a new skill or - Is it to refresh them on things which they already know but don’t perform too well on? - What do you plan to achieve after the training is done? - How are you going to assess if the training has met its objectives? Step 2: Who are you going to train? Are the trainees’ new employees (which means they will be learning a whole new skill set) or old employees being refreshed on a certain skill set? Step 3: Once you have decided who needs to be trained and why, you then need to get suitable training material to suit the objectives of the training. E.g. if you are going to train old employees in better customer service skills then you need to get a training program related to the kind of customer service you expect. Step 4: It’s important to pick the right kind of training program as the success of your training depends on it. You can either make your own training program or buy the material for your company. Step 5: Fix the schedule. This is the next most important part of a training plan as it cost both time and money to train people. You would have to see if people can be spared from their regular work to be trained. If they are new employees then you need to check how long it is going to take to train them before they can start work. It's better in the long run to make sure that all your employees are properly trained rather than spending lesser time in training them just to meet a day’s or week’s target. If you want to train employees but cannot spare them from their everyday work then you may need to schedule the training time after or before work hours. Of course this may not make the employees too happy.

113

Step 6: Now that you have you the people, the program and the time it’s time to set your plan into action. Tips Make sure that you send out the training plan to all the participants well in advance so that they don’t miss the training. For classroom training training handouts and stationary like pens, notepads, post its etc need to be kept ready before the training can start. Type out your training plan on MS Word or Excel so it's a lot more organized. Why do you need a training plan? Source: http://www.sdtf.org.pg/ Skills Development Trust Fund A training plan helps you to: • organise the training course • record the details of the training course • apply for approval and / or funding to run the course. Before you can develop a training plan, you first have to identify training needs. The training plan is what you need to do to deliver training to meet these needs. How to develop a training plan To develop a training plan it is important to follow these seven steps. 1. Write a course title 2. Select a trainer 3. Write a learning outcome 4. Write a session plan 5. Write a training time table 6. Determine total resource needs 7. Calculate total resource cost 1. Write a course title The training course title should be a statement that describes what the course is about. It must be consistent with the identified training subject. Examples of good course titles - How to perform on the job training - What every ojt coach should know about skills training Examples of bad course titles - Coaching: (much too general: is this an article about life coaching, executive coaching, ... - is it a user guide, a workbook, ...?) - On The Job Training: (still too general: is the document a training program for ojt or a handout for a specific training need?) 2. Select a trainer It may be a good idea to design a checklist to select a trainer for your training course:

114

Example:

Criteria ----------------------------------------------------------------------------------- rating 1 2 3 4 5 TRAINING Technical experience (has executed the job himself) Training experience QUALIFICATIONS Has completed a "train the trainer" course KNOWLEDGE Technical knowledge Knowledge of trainees, department, company, ... SKILLS Technical Skills (know the job through and through) Training Skills (is able to train a group of people, to communicate and provide helpful feedback.) PERSONAL Trainer's fee Availability

3. Write a Learning Outcome A learning outcome is a statement that tells the trainees what they should be able to do at the end of the training course. It must be consistent with the course title. Example For the course title "Making mango jam to improve your income", the learning outcome might be: "At the end of this training course trainees should be able to make mango jam to sell at the local market." Learning Outcomes are goals and, like all goals, should be defined as smart goals: specific, measurable, attractive, realistic and timed. Use this checklist when writing a basic learning outcome: The learning outcome has a verb The learning outcome is measurable The learning outcome is consistent with the course title Example of good learning outcome: Course title: Sewing a meri blouse to earn an income Learning outcome: At the end of the course trainees should be able to sew a meri blouse for sale at the market using a manual sewing machine. 4. Write a session plan A session plan are the outline that will be used by the trainer during training. It includes all the information needed by the trainer including content, resources and timing. The content should be organised so that it gives the training session structure and to ensure information is covered in a way that helps trainees to learn.

115

Follow these steps to write a session plan: a) List tasks. The learning outcome states what trainees must be able to do as a result of the training. To organise the training list the tasks that must be done to achieve the learning outcome. - Tasks must include a verb - Tasks are measurable - Tasks are necessary to achieve the learning outcome - Tasks are listed in a logical order b) List steps for each task - Steps are what it takes to complete a task. - Just like tasks, steps must include a verb and be measurable. - They are necessary to complete the task and are listed in a logical order c) Write instructions for quality and safety - Mention quality and safety norms that must be respected. - Warn for "banana peels" d) List training resources needed for each task - raw materials - equipment - tools - learning materials (work books, handouts, ...) - stationary items (whiteboard pens, pins for pin board, charts, overhead projector, ...) e) Allocate times for training each task. Allow time to for theory, demonstrations, group-discussion, practice and exercises and evaluation 5. Write a training timetable A timetable helps you to show how the training course will be organised. It shows what tasks will be covered in the training each day. Follow these steps: a) Decide which day of the week the training course should start. b) Decide what time of the day training should start and finish. c) Add in times for breaks such as lunch, and morning and afternoon tea. d) Add an introduction into each day’s program. e) Transfer the steps you plan to cover from session plan for each day of training using the times allocated to each from your session plan. f) Add a conclusion at the end of each day’s program. What should be in the introduction and conclusion? Introduction Begin each day of training with a short introduction. In your introduction you should: • outline what you are going to be doing during the training • tell the trainees the learning outcome • provide motivation to trainees to learn. Conclusion End each day of training with a short conclusion. In your conclusion you should: • summarise the main points covered during the training • remind trainees of the learning outcomes • give trainees some feedback. • tell the trainees what training is next.

116

6. Determine total resource needs You have already listed raw materials, equipment, tools and learning materials on your session plan. To complete the resource list you will need to consider the following and add them to the resource list. • raw materials, • equipment, • tools, • learning materials, • marketing, • professional staff (trainer) • transport and travelling, • training venue, • refreshments. Marketing Some examples of marketing expenses are: • marketing materials such as brochures or flyers • contacting people in your network. Professional staff Professional staff expenses include: • wages of trainers • wages of assistant trainers and administration staff. Transport and travelling Transport and travelling expenses may be incurred by the training provider and the trainees. Examples include: • vehicles hire, • fuel, • bus fares Training venue This includes any hire fees for use of the training venue. Also included in this expense item are the following items because they are used as part of the training venue. • Electricity, • Fuel, • Water. Refreshments Refreshments include any food and drink provided during the training course. 7. Calculate total resource costs Conclusion The training plan is a document that records all of the details you need to run a successful training course. The process of putting the plan together will help you to think about all of the essential details of the training that need to be organised to ensure the training course achieves the results you expect. Having a record like this makes it much easier to run future training courses because much of the planning is already done. A training plan is also essential if you want to apply for approval or funding to help you run the training as you will have to supply this information as part of the application.

117

8.13 Unit 5: Coaching Practice This unit gives participants a chance to practice using coaching skills. They will develop a short training outline and use it to teach the skill to another participant. Provide a list of jobs from which the groups can choose. Examples: setting up an extension ladder, using a fire extinguisher, taking gas readings, installing a fence, baking cookies. You may want to have props available related to the jobs. Give the groups about 1 hour before bringing the class back together to discuss their experiences as coaches/trainees/observers. The goal is to emphasize that not all trainees start at the same level of knowledge and experience and the coach should assess each trainee to determine the appropriate starting point and level for training. This activity depends on your skill at role-play. Be sure to vary “your” level of expertise with the different coaches.

8.14 Unit 6: Wrap-up This unit is a workshop summary and an opportunity to let participants know what kind of organizational support they can expect as coaches.      

    

Taking the day’s agenda as basis, lead a brief discussion of each major topic. Have a few participants tell one important concept from each unit and/or one new thing they learned that will improve their OJT sessions. Remind participants that this workshop is just a step in learning/improving coaching skills. Now they will have to practice. Be prepared to give participants a name they can contact after the workshop to ask questions or discuss coaching-related issues and sources of additional information about coaching. Emphasize the notion that coaching skills are learned and improved over time. Have each trainee list some things he or she plans to do after the workshop to improve his or her coaching skills. Examples: read about coaching, observe other coaches, practice by teaching a new skill to my son, ask for feedback about my communication skills from someone I have taught in the past, … Have each participant complete the self assessment Ask them not to look at the one they filled out at the start of the workshop until they have finished. When everyone has competed the form and compared it with the form they filled out at the start of the workshop, ask them if their answers changed and if so why. Suggest participants may want to use this form again in a few months to re-assess their skills. Ask participants to review the expectations that they expressed at the start of the workshop. If important expectations were not met, discuss ways they could be covered outside of the workshop. Ask trainees to complete the workshop evaluation and turn it in so the information can be used to improve future workshops.

118

8.15 Power Point Slides for Coaching Skills Workshop for OJT Supporting powerpoint slides

Coaching Skills Workshop for On-the-Job Training

Learning Curves

119

Unit 1: What is a Coach?  Successful Coaching  Coaching Readiness Self-Assessment  Characteristics of a Good Coach  WIIFM?

From One Coach to Another “Ability is what you're capable of doing.” “Motivation determines what you can do.” “Attitude determines how well you do it.” - Lou Holtz, former Head Coach, University of South Carolina

120

Coaching Readiness The self-assessment determines  Your strengths.  Things you can work on to improve your success as a coach.

Characteristics of a Good Coach

121

Super Coach or Blooper Coach Activity

WIIFM?

What’s In It For Me?

122

A Coach… “is someone who helps someone else (a trainee) learn something that he or she would have learned less well, more slowly or not at all if left alone.” (Chip Bell)

Unit 2: How Adults Learn  Establishing a Relationship  Effective Communication  Listening Skills  Asking Good Questions  Giving Feedback  Communication Skills Summary

 Responsibilities

123

Establishing a Relationship

Effective Communication 1. Exchange Information

4. Commitment to Action 2. Ensure Understanding

3. Establish Trust and Belief

124

Listening Skills “Seek first to understand, then to be understood.” Stephen Covey (1990) The 7 Habits of Highly Effective People

Next to physical survival, “the greatest need of a human being is psychological survival--to be understood, to be affirmed, to be validated, to be appreciated. Listening provides this …for it provides ‘psychological air’.” Stephen Covey

125

When you listen carefully to another person you validate them. Once the need for validation is met, others are open to listen to you. It is then you can focus on influencing them or solving problems.

Good Listeners: 

Don't interrupt or plan a response while the other person is talking



Are not judgmental



Think before answering



Try to face the speaker; maintain eye contact



Watch nonverbal behavior; listen with eyes and ears



Ask questions and wait for an answer



Don’t have to have the last word adapted from Richard Gemmet 1977

126

Asking Good Questions ????????????????????????????????  Gets the trainee and coach talking  Controls attention because they require

a response

 Helps the learner think

????????????????????????????????

Types of Questions

 Closed-ended  Open-ended

127

Closed-Ended Questions  Usually result in a yes or no answer  Usually begin with

Do..., Is..., Can..., Could…, Would..., Should..., Will..., Shall...,  Should be avoided  Example:

“Are you ready to move to the next step?"

Open-Ended Questions  Help evaluate trainee’s

understanding

 Establish strengths and concerns of

the trainee

 Begin with

How..., Why..., When..., Where..., What..., Who..., Which…, If…  Example:

"What additional information do you need in order to move to the next step?"

128

Translate Closed-Ended Questions to Open-Ended Questions Activity

Giving Feedback The purpose of feedback is • To reinforce corrections • To point out actions that need to be corrected through further practice

129

Feedback Techniques Praise



Let trainees know how well they are doing Use sincere praise to create a more constructive atmosphere

 

Feedback Techniques 

Clarifying 1. 2.

Restate what you heard the trainee say Listen for confirmation that what you are saying is correct Encourage trainees to tell you if you are right or wrong

130

Feedback Techniques Boomerang Question

  

Redirect a question back to the learner Example: “That’s a good question. What do you think ought to be done in that situation?”

Giving Feedback Effective coaches:  Give plenty of timely positive feedback  Give negative feedback privately  Accept criticism without becoming defensive

131

Informal versus Formal Feedback Informal Feedback – Given as issues arise

Formal Feedback – Given at specified times

Communications Skills Summary

132

Responsibilities  Coach’s responsibilities include  Assessing trainee knowledge and skills  Organizing and planning training  Developing relationship with the trainee  Teaching knowledge and skills  Evaluating progress  Suggesting changes needed to the

Key Points

program

Responsibilities  Coach’s responsibilities  Supervisor’s responsibilities  Trainee responsibilities

An OJT coach is part of a team.

133

Unit 3: Coaching Adults  Characteristics of Adult Learners  Experience and Learning  Effective Coaching  Effective Assessment  Coaching Checklist  Steps to Successful Coaching

Characteristics of Adult Learners Goaloriented

Selfdirected

Experiencebased

Problemcentered

Practical

134

Adult Learners Activity

Cone of Learning Read 10% Hear 20% See 30% Hear and See 50% Say 70% Say and Do 90%

135

Effective Coaching   

 

Clear Goals Valid Content Appropriate Delivery Method Assessment Remediation

Effective Coaching Activity

136

Effective Assessment Perform

Question

Demonstrate

Answer

Describe

Coaching Checklist Job aid to use  As you are preparing to coach  While you are coaching  For self-evaluation

137

Steps to Successful Coaching 1.

Focus

THEN 2. 3. 4.

Explain and Demonstrate Observe Key Feedback Points

Unit 4: Preparing a Training Outline  A training outline is a set of

instructions and considerations that help you teach.  The purpose of a training outline is to help you teach the task.

138

Preparing a Training Outline Activity – Part I Job Steps

Preparing a Training Outline Activity – Part II Group and Order Steps

139

Preparing a Training Outline Activity – Part III Important Considerations

Unit 5: Coaching Practice

140

Practice Coaching Activity Use your skills  Create a teaching outline  Take turns as coach, trainee, and observer

Coaching to Different Skill Levels Activity Match your coaching to the trainee  Assess the trainee’s knowledge and skill  Adjust your teaching to that level Key Point

141

Unit 6: Wrap-up Reviewing the Day Looking to the Future

Review of the Day  What Is a Coach?  The Coach/Trainee Relationship  Coaching Adults  Preparing a Training Outline  Coaching Practice

142

Coaching Support

Contacts and Resources

OJT Coaching Session Preparation  Employee scheduled for training  Teaching materials developed and available  Job tools and equipment available and on site  Training materials reviewed and job skills

practiced  Required forms/documents on hand

143

Your Next Steps

Coaching Readiness The self-assessment determines  Your strengths  Things you can work on to improve your success as a coach

144

Workshop Expectations

Coaching Skills Workshop Evaluation

145

9. Coaching Skills Workshop For On-TheJob Training This workshop was developed by NIOSH/PRL: Launa Mallett, Kathleen Kowalski-Trakofler, Charles Vaught, William Wiehagen, Robert Peters, Pennsylvania Services Corporation, Peter F. Keating (05/19/2005)

9.1 Coaching Skills Workshop Plan

146

9.2 Expectations What do you expect? Write below what you expect to get from this workshop.

9.3 OJT Coaching Pre-assessment Name: _________________________________________________________ I have the following certifications and/or qualifications related to this topic:

I have experience or training in the following related areas: Specific Task, Skill, or Job Classroom

OJT

Other

9.4 Why Structure On-The-Job-Training? Discuss slide “Learning Curves”

9.5 Unit 1: What Is a Coach? Successful Coaching This part of the workshop describes what it takes to be a good coach.

A coach “is someone who helps someone else (a trainee) learn something that he or she would have learned less well, more slowly, or not at all if left alone.” One reason you have been selected as a coach is because of your work knowledge and skills. But being able to do a job well does not always make a person a good coach. When someone is very good at something, doing the task may have become so automatic that the person is not able to explain it to others (Johnson and Leach, 2001). Other qualities also make people good coaches. You are likely to have a number of these qualities since you were chosen for this program. In this section of the workshop you will • Assess your coaching strengths • Discuss qualities that improve coaching.

147

Coaching Readiness Self-Assessment This form will help you determine your strengths and the things you can work on to improve your success as a coach. On the scales below, circle the number that reflects how difficult you think each task will be for you. Circle 1 for "very challenging" and 6 for "very easy."

Challenging

Easy

Box 1 Prepare for each coaching session. Teach tasks according to company standards Check for trainee understanding.

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Box 2 Answer many questions from a trainee. Be interested in the success of a new trainee. Ask the trainee questions to direct the learning process.

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Box 3 Show a trainee what I like about the job. Be excited about coaching. Avoid making negative comments.

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Box 4 Laugh when training doesn’t go according to plan. Share stories about things I’ve learned the hard way.

1 2 3 4 5 6 1 2 3 4 5 6

Box 5 Admit to a trainee when I don’t know the answer. Address a trainee’s concerns about the job.

1 2 3 4 5 6 1 2 3 4 5 6

Box 6 Adapt lessons to the abilities of a trainee. Change coaching sessions to meet new constraints.

1 2 3 4 5 6 1 2 3 4 5 6

Box 7 Listen to a trainee’s opinions about doing a job. Be open to negative comments. Work with a trainee who is not like me. Box 8 Participate in training to improve my coaching skills. Use my supervisor’s reviews to improve my coaching skills. Take my position as a coach seriously.

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

See the "Characteristics of a Good Coach" discussion to learn more about the topics in each box.

148

Characteristics of a Good Coach Even the best coaches can improve with training and practice. The coaching readiness self assessment was designed to help you identify areas where you can improve your coaching skills. The statements on the assessment and the related information in each box define the characteristics of good coaches (adapted from Leach, 1996). Box 1: Desire Successful coaches want to coach. They take pride in sharing what they know. Improving their teaching skills is important to them. A successful on-the-job training (OJT) program will have coaches teaching jobs in standardized ways with an emphasis on safety. Box 2: Responsiveness Successful coaches need to engage trainees. Their listening and communication skills are key to conveying the right information. Questions can be used to direct the learning process. Successful coaches understand that learning will increase when trainees are comfortable asking questions. Box 3: Enthusiasm Successful coaching takes energy. OJT sessions take time to prepare and commitment to conducting them. Coaches who feel good about their jobs will pass on those feelings. Box 4: Humour Successful coaches have a good sense of humour. Things don’t always go according to plan. Everyone has learned something the hard way. Laughing about things that have gone wrong sends the important message that messing up while learning is OK. Box 5: Sincerity/Honesty Successful coaches don’t fake it. They truly care about the success of their trainees and deal with them in a straightforward manner. Trainees will respect a coach who admits not knowing something and then goes and finds the answer for both of them. Box 6: Flexibility Successful coaches are adaptable. They know when to eliminate, adjust, or change what they are teaching to match the capabilities of the trainee or outside constraints. Box 7: Tolerance Successful coaches are open to the opinions of others. They recognize and accept differences in personalities. They are interested in what others have to say, even when they don’t agree, and accept negative feedback as a tool for improvement. Box 8: Commitment Successful coaches improve over time. Training, practice, and honest reviews help coaches develop and refine their skills. Formal certification programs provide a public statement of support from the company. Successful coaches take their coaching duties seriously. Look back over your answers to the coaching readiness self-assessment. Boxes with more high numbers circled show areas where you are most confident. These qualities will help you be an effective coach. Boxes with lower numbers circled show what you can work on to improve your coaching. You can be trained to incorporate these qualities effectively into your coaching even if they do not come naturally to you.

149

If you gave a low rating because of a barrier related to company policy, practice, or procedure, discuss your concerns with your workshop leader, safety department staff, or supervisor. If you are comfortable bringing up your concern during the workshop, you may find others have similar reservations, and changes are needed to make the OJT coaching program successful at your operation.

Every coach is different. Capitalize on your strengths and work to improve other areas.

Super Coach or Blooper Coach? Think of someone who did a good job teaching you a skill. List three things that this coach did that made him or her successful. 1. 2. 3. Think of someone who did a poor job teaching you a skill. List three things that this coach did that were not good coaching practices. 1. 2. 3.

WIIFM (What’s in it for me?) _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

150

9.6 Unit 2: The Coach/Trainee Relationship Establishing a Relationship Coaching is a process that begins when you establish a relationship with the trainee. Remember the three C's that make up a coaching relationship (Hart, 2003).   

Communication allows the coach and trainee to understand each other’s perspective and appreciate each other as people. Collaboration occurs when the coach and trainee work together as equals. Commitment ensures that each person in the relationship fulfils his or her responsibilities.

In the box below are some techniques that will help you establish communication, collaboration, and commitment. Listening

It is important to focus on what the trainee is saying in order to understand his or her perspective.

Observing

Coaching involves watching. Sometimes a trainee’s body language may tell a lot about what he or she feels or understands.

Questioning

Ask questions to find out what is important to the trainee. Be careful to ask questions in a constructive way.

Rephrasing

After a trainee makes a statement, it is sometimes useful to restate what you think the trainee meant. This clarifies the trainee’s ideas or feelings and shows you are listening.

Remember that developing a coaching relationship is not the end goal. The relationship is just a vehicle for helping the trainee develop his or her skills.

151

Effective Communication The Communication Process

The model above shows the sequence of steps needed for effective communication. If any step is missed or not completed, the process stops until that step is completed successfully. Think about the following questions: 1. Is it true that all communication is an exchange of information? 2. What happens if we do not make sure that there is understanding? 3. How can anyone believe or trust if they do not understand? 4. How will they commit to an action if they do not believe it is in their best interest? Effective communication involves the successful completion of each step in sequence. Successful communication can be learned. In the following pages are specific techniques you can learn and apply as a coach. Listening Skills Good listeners • Don’t interrupt or plan a response while another person is talking. • Are not judgmental. • Think before answering. • Try to face the speaker and maintain eye contact. • Watch nonverbal behavior; listen with eyes as well as ears. • Ask questions and wait for an answer. • Don’t have to have the last word. (Adapted from Richard Gemmet, 1977) List some ways people communicate nonverbally. _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

152

Asking Good Questions Questions help to get the coach and trainee talking. If asked appropriately, questions make the learner think and participate. There are two types of questions: open-ended and closed-ended. Each leads to a different response. 1. Closed-Ended Questions ● Usually result in a straight yes or no answer. ● Begin with do, is, can, could, would, should, will, or shall. Example: Do you know how to bring this vehicle under control if it starts to slide? What are your concerns regarding the use of this type of question? _____________________________________________________ _____________________________________________________ Is there a better way to ask this question? _____________________________________________________ _____________________________________________________ 2. Open-Ended Questions ● Help evaluate trainee understanding and establish strengths and concerns of the trainee. ● Begin with how, why, when, where, what, who, which, or if. Example: What would you do to bring this vehicle to a stop if it started into a slide? What are your concerns regarding the use of this type of question? _____________________________________________________ _____________________________________________________ Write an open-ended question below. _____________________________________________________ Closed-ended questions should be avoided as much as possible. They do not lead to interaction or enhance learning. Open-ended questions should be encouraged. They provide additional details, examples, and impressions. Translate these closed-ended questions into open-ended ones. 1. Do you know how to operate this type of machine? _____________________________________________________ 2. Do you know what fluids this system uses? _____________________________________________________ 3. Should you inspect the tires as part of the preoperational check? _____________________________________________________ 4. Could you use different types of oil in that gear case? _____________________________________________________

153

Giving Feedback Feedback goes hand-in-hand with successful coaching. The purpose of feedback is to reinforce correct actions and point out actions that need to be corrected through further practice. Some general suggestions for providing constructive feedback. • Provide feedback in terms of clearly stated goals, which is one of the components of effective coaching. “You did a good job on the pre-operation inspection of your machine. You covered each step in the correct sequence. When should the sequence be modified?” • Be specific. Avoid general comments. Not: “We need to try that again.” Instead, say something like, “Let’s review step 2, remembering to turn the switch to neutral, and then you can try 1, 2, and 3 again.” • Focus on concrete behaviour that needs to be either reinforced or corrected. “It is important to place your hand here, in this position, to keep your elbow out of the way when making a turn.” • Be descriptive rather than judgmental. Focus on actions rather than on personalities. Not, “You keep doing this wrong.” Instead, say something like, “What problems could you have if you hold the throttle in while trying to shift gears?” Feedback Techniques Praise ● Let trainees know how well they are doing. ● Use sincere praise to create a more constructive atmosphere. Clarifying ● Restate what you heard the trainee say. ● Listen for confirmation that what you are saying is correct. ● Accept that trainees will often let you know if you are right or wrong. Boomerang Question ● Redirect a question back to the learner. ● Example: “That’s a good question. What do you think ought to be done in that situation?” The skilful use of questions is important in giving feedback. It gives you the opportunity to listen and forces the trainee to think through what they are doing and why. Questions can help you guide the feedback session. Effective coaches ♦ Give plenty of positive feedback. ♦ Give negative feedback privately. ♦ Accept criticism without becoming defensive. Informal Versus Formal Feedback Informal feedback is given as issues arise. Formal feedback is given at specified times (after completion of a series of steps or at the end of training).

154

Here are some suggestions for providing formal feedback. • Base your feedback on a written checklist. • Start and end with a positive statement. Put areas that need improvement in the middle. • If you present a problem, be ready to suggest a solution. • Ask trainees to summarize the feedback session. Tell them to focus on their demonstrated strengths, describe areas needing improvement, and suggest what they can do to improve. Here are some suggestions for providing informal feedback. • Be constructive and provide feedback as issues arise. • Demonstrate a correct procedure rather than letting the trainee stumble along without guidance. • Provide feedback in a timely and tension-reducing manner during the procedure. This may be a good time to incorporate humour into the coaching session. • Do not overload trainees with too much feedback. Get a sense of how they think they are doing. Communication Skills Summary Successful communication can be learned. There are specific techniques you can apply as an effective coach. What are some of the key behaviours for good communication? _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ Responsibilities An OJT coach is part of a team. His or her supervisor, the supervisor of the trainee, and the trainee will be involved in the process. Successful training takes place when team members work together. The coach’s responsibilities include • Assessing trainee knowledge and skills • Organizing and planning training • Developing a relationship with the trainee • Teaching knowledge and skills • Evaluating progress • Suggesting changes needed to the program The supervisor’s responsibilities include  Issuing OJT checklists and qualification standards  Pairing trainees with an appropriate coach or coaches (or: Providing the trainee with a list of coaches qualified to conduct the OJT and/or performance testing)  Providing on-going support for coaches an trainees  Assisting in determining training and task training materials (Ensuring proper documentation of training and performance tests)  Tracking trainee progress and setting target dates to reach qualification milestones/goals  Evaluating the trainee’s proficiency  Providing program feedback by evaluating the effectiveness of program materials and coaches  Scheduling training to take advantage of unusual or infrequent job-related activities  Assessing coaching skills  Counselling and assigning remedial training as a result of unsatisfactory performance  Maintaining communication with the coach(es) regarding the OJT program and the qualification progress of individual trainees.  Initiating follow-up for trainees

155

The trainee’s responsibilities include • Being actively involved in the training • Developing a relationship with the coach • Mastering the material taught

9.7 Unit 3: Coaching Adults Characteristics of Adult Learners Adults learn differently than children. Some characteristics of adult learning that research has taught us are shown on the pie chart below. Coaching strategies based on adult learner characteristics are given in the table. Characteristics of Adult Learners

Coaching Strategies

. .

Self-directed

Adults tend to take the initiative in learning. As a coach, you serve as a facilitator and allow the trainee to help set the pace based on how comfortable he or she is with the new skills.

Experience-based

Adults have accumulated a foundation of knowledge over their lifetime. Help the trainee connect learning to this knowledge and experience base by drawing out experience that is relevant to what is being taught.

Practical

Adults learn something in order to apply it. There must be a jobrelated application for what is being learned. Explain how the lesson content will be useful on the job.

Problem-centred

Adults learn from real life examples . Show the trainee how new knowledge and skills can be applied to solving work problems.

Goal-oriented

Adults appreciate a program that is organized and has clearly defined objectives. Show the trainee how the training will help him or her achieve goals.

Adult Learners Activity Based on the class discussion, write notes about how you would incorporate these characteristics into your coaching: Characteristics of adult learners

Coaching strategies

. .

Self-directed Experience-based Practical Problem-centred Goal- oriented

156

Developed and revised by Bruce Myland from materials by Edgar Dale. URL: http://php.indiana..edu/~bobweb/Handout/cone.html

157

Effective Coaching 1. Clear goals 2. Valid content 3. Appropriate delivery methods 4. Authentic assessment 5. Remediation Components

Coaching Tips

Clear goals

The program presentation should be organized and have clearly defined capabilities the trainee will be able to demonstrate following the training, e.g., “conduct a walk-around inspection.”

Valid content

Training content is dictated by the training goals. For instance, if one goal or capability is to have the trainee be able to install a roof bolt, part of the content would be bolt installation.

Appropriate delivery method

"Delivery method" refers to how the message is gotten across. Using the example above, bolt installation should be taught by first demonstrating the task and then allowing hands-on practice.

Assessment

Some way of evaluating whether or not the trainee is performing adequately must be incorporated into the training. This may be as simple as watching the trainee operate the equipment and responding with feedback along the way.

Remediation

Remediation provides an opportunity for the trainee to correct his or her mistakes and practice doing the task(s) correctly.

Effective Coaching Activity Write notes about how each step would be covered for a specific topic. Components Clear goals Valid content Appropriate delivery method Assessment Remediation

158

Common Training Errors OJT coaches are sometimes ineffective in their role as trainers for a variety of reasons. This section contains common errors that OJT coaches sometimes commit. Trying to Teach Too Much No one can really learn a very complex task all at once. Rather, people should be taught elements of the task (enabling objectives) and develop skills in doing those elements before they are taught the total operation. In short, don't try to teach a complex task as a complete unit. Break the task into understandable parts. Attempting to Teach Too Fast Attempting to teach the task too rapidly forces the trainee to perform a task when he/she is not ready. Many coaches feel that training can sometimes be done more rapidly than it can. This usually happens when they are very familiar with the task and feel it's easy to accomplish. Lack of an Overview OJT coaches sometimes skip the overview of the task because they know the job very well, and feel the trainee should be able to follow their explanation and demonstration without the first "T" of effective training. Failure to Recognize Individual Differences in Trainees Some trainees learn more quickly and easily than others because people vary in their working knowledge and skills (mental and/or physical dexterity, visual acuity). Learning speed is a function of both mental and physical skills. Effective coaches adapt their training styles to the individual differences and capabilities of their trainees. Failure to Provide Practice Time Being proficient at anything requires practice. There is no such thing as a natural born athlete or skilled mechanic. All tasks which require mental and physical skills require some practice. The point to recognize is that there is a difference between knowing how to perform a task and being proficient at performing it. The coach should give the trainee time to practice to develop proficiency before evaluating the trainee's performance. Failure to Show the Trainee the Overall Objective The trainee should understand how the job fits into the operation or mission. The coach should tell the trainee the importance of and how his/her products or services and how they will be used. Failure to Give Reinforcement Providing positive reinforcement of a trainee's efforts is an effective motivational practice. It is usually not enough simply to be motivated to try a job. Without some kind of reinforcement, people find it difficult to sustain a high level of motivation. The reinforcement or encouragement given to the trainee need not be in a tangible form (promotion, pay raise, bonus). Intangible rewards are also meaningful. Vocal encouragement and praise in front of others have positive benefits in encouraging a person. If a trainee can develop a feeling of personal progress and accomplishment on the job or the mastering of a skill, he/she will usually be highly motivated. Intimidation of Trainees Some coaches may be ineffective as trainers because they intimidate trainees. They can do this in a variety of ways. Some use their position over the trainee in an effort to enhance their own ego. Others, by their behaviour and attitude, do it unwittingly and unknowingly. Yet others feel that

159

being very demanding is a good training practice. They may have good intentions but end up intimidating trainees. Recognizing that an coach is intimidating trainees is often difficult. Evaluation (reaction) forms should be provided to trainees in an OJT program. The OJT program coordinator or a line/training supervisor should review these forms and conduct periodic evaluations of OJT coaches. They should be able to determine if intimidation is taking place, and if necessary, counsel the coach in ways to eliminate it. Effective Assessment

Assessment is key to the learning process and should be built into the program. Simply put, assessment seeks to answer the questions of "How will you know if your trainees have learned the task?" "How will you know if the learning goal has been reached?" The effective assessment wheel will aid this process. The wheel has five components that reflect assessment questions. 1. Do the trainee’s questions show they are engaged in learning? 2. Is the trainee able to answer your questions? 3. Is the trainee able to describe how to perform the tasks? 4. Can the trainee demonstrate the job tasks? 5. Can the trainee perform the job independently?

160

Coaching Checklist The following checklist is a job aid to use (1) as you are preparing to coach, (2) while you are coaching, and (3) for self-evaluation after coaching. The checklist summarizes the coaching steps and gives you tips for completing each one successfully. Coaching Checklist Use this form as a guide when preparing to coach, while coaching, and/or for self-evaluation. Observers can also use the form when evaluating a coach. Coach’s Name:

Observer’s Name:

Job Skill Taught:

Evaluation Date:

Step 1 –Focus: Establish rapport, communicate your expectations, and find out what the trainee can do Things to do:

Guidelines

Greet trainee

Shake hands, maintain eye contact, and put trainee at ease.

Determine what trainee knows

Ask questions to establish level of knowledge or experience.

Comments

Encourage questions Let trainee know it’s OK to repeat steps. Explain that training is paced to trainee’s prior experience and ability to learn the job. Share an overview of the job to be taught

Provide a copy of the module you and trainee will be using to guide training.

Discuss training Ensure that trainee will be able to observe safety considerations safely during demonstrations. Discuss other safety considerations. Step 2 – Explain and demonstrate: Explain the steps of the job, explain why these steps are important, and demonstrate them Explain the step(s) of job skill

Give only the amount of information trainee can learn in one pass. Do not overwhelm.

Explain why, when, and how each step is important

Be sure job steps make sense to trainee. Ask questions to check understanding.

Demonstrate how to do the job step(s)

Show trainee a safe observation location. Ask questions to determine knowledge and understanding before moving to next job step.

Encourage questions

Emphasize trainee should ask questions when unclear or uncertain.

161

Step 3 – Observe: Have trainee explain and demonstrate what coach presented in step 2 Have trainee verbally Trainee explains the job (why, where, when, walk through step(s) how, and any safety considerations) before demonstrating any part of it. – They know it. Select a safe observation location

Be sure you can safely observe the entire demonstration.

Have trainee explain Trainee tells what will be done just before each step and then performing each job step– They know and demonstrate it can do it. Observe trainee demonstrating job Step 4 – Feedback: Coach and trainee discuss performance in step 3 Ask trainee to do a self-assessment

Ask trainee to communicate perceptions of performance. This encourages trainees to discuss task and helps resolve issues.

Give feedback on performance

Point out strengths and areas that need improvement or practice.

Assess your coaching Did I periodically check to establish trainee’s progress level of understanding? How was my pace? Am I giving the trainee sufficient time to perform? Am I asking the right questions? How is the trainee doing overall? Should I go back and restate or emphasize something? Cycle through steps 2, 3 and 4 as needed to develop the expected performance and to ensure understanding before moving on. Step 5 – Assessment: Higher level of management or a predetermined evaluation team conduct formal evaluation. Local rules for this evaluation should be followed. Establish trainee’s readiness for evaluation

Prepare trainee by checking on level of comfort and readiness. Observe and ask questions. Create a win-win situation.

Make arrangements for evaluation

Schedule with appropriate people. Make sure evaluator has evaluation checklist (often made from the training outline).

Based on outcome of Celebrate. Congratulate and thank trainee for evaluation, consider participating in training activity. Discuss the next steps follow-up plans. Retrain, if needed. Plan with evaluator’s input. Communicate results and retraining plan. If the process is not over, then move back to the appropriate level and resume with the proper step. If the training is over, do a self-assessment to determine what you will do differently the next time.

162

Steps to Successful Coaching 1. Focus o Establish rapport o Communicate your expectations o Find out what the trainee can do THEN 2. Explain and Demonstrate o Explain the steps of the job o Explain why they are important o Demonstrate them 3. Observe o Trainee explains and demonstrates what the coach presented in step 2 4. Feedback o Coach and trainee discuss the performance in step 3 Cycle through steps 2, 3, and 4 to • Develop the expected performance • Ensure understanding • Move on

9.8 Unit 4: Preparing a Training Outline Scenario: Your neighbour is going to interview for a job in a city 800 miles away. She is planning to drive to the interview. While talking about her upcoming trip with her, you learn that she has never changed a tire and that she wants to learn this skill before leaving home. You tell her you would be happy to teach her the proper and safe way to change a tire. Task: Develop a training outline for changing a tire.    

A training outline is a set of instructions and considerations that help you teach your neighbour. The purpose of the training outline is to help YOU teach the task of changing a tire. Note that evaluation, including offering feedback, is an important part of teaching. Teams should include three to five members.

163

Preparing a Training Outline Activity Part I - Job Steps Make a list of steps for changing a tire. Brainstorm all the steps that might be involved in teaching your neighbour how to change a tire. Don’t worry about the order of the steps. Choose one of the group members to make a list of the steps that the group identifies and one to present the list to the class. List of steps: Each team will report their list to the class. Part II - Group and Order of Steps Put the steps into a logical order that you think would make sense while teaching this task. Organize the list of steps into practical groups. For example, put together all the steps needed to park the car. Follow this example for organizing your steps. Use the form on the next page to write up your groups and steps. Job: Change a tire Group

Job Steps and Sub steps

Preparing

Find a location to pull off the road Exit car Turn off ignition Set parking brake

Each team will report their outline to the class. Teams may change their outlines after the reports are given. Document for Preparing a Training Outline Activity

164

Part III - Important Considerations Have the team examine each step to determine the considerations you need to demonstrate or mention as you teach. Add considerations to the table you started in Part II of this activity.

9.9 Unit 5: Coaching Practice Practice Coaching Activity Changing a tire is a skill. You can use the same system to teach any skill. As a class, select three simple jobs or parts of a job to be taught. In teams of three, have each person select a different one of the three jobs. 1. Each person should create a teaching outline for a couple of steps of their job. (Use form below) 2. In your team, take turns being coach, trainee, and observer. Remember to use adult learning principles and the responsibilities of a coach covered earlier in this training. a. Always begin with a pre-assessment. Use the OJT trainee pre-assessment form. b. During the practice coaching, the observer should use the OJT observer form. c. After the practice coaching, the coach should complete the OJT trainee progress review. d. After the practice coaching, the trainee should complete the OJT trainee feedback form. Discuss your coaching practice sessions when the trainer brings your class back together.

165

Group Job Steps and Sub steps Coaching Considerations

166

OJT Trainee Pre-assessment Subject of OJT: _________________________________________________________ Name of trainee: _________________________________________________________ 1. Trainee has the following certifications/qualifications related to this topic: 1. 2. 3. 2. Trainee has experience or training in the following related areas: Specific task, skill, or job

Classroom

OJT

Other

1. 2. 3. 3. Trainee needs the following training before starting this OJT program: 1. 2. 3.

167

OJT Observer’s Form Use this form while observing an OJT session. Discuss it later with the coach. Subject of OJT ___________________________________________________ Name of coach: ___________________________________________________ Check the box if you see the coach exhibiting the behaviour listed. Box 1: Desire Was prepared for the session Taught tasks according to company standards Checked for trainee understanding Briefly note what you observed. Box 2: Responsiveness Patiently answered the trainee’s questions Seemed to want this trainee to succeed Asked questions to direct the learning process Briefly note what you observed. Box 3: Enthusiasm Was positive about the job Avoided negative comments Briefly note what you observed. Box 4: Humour Kept his or her sense of humour Shared stories about his or her experiences Briefly note what you observed. Box 5: Sincerity/Honesty Admitted that he or she didn’t know something Seemed to care about the trainee Briefly note what you observed. Box 6: Flexibility Matched the training to the ability of the trainee Changed the teaching session to match some constraint Briefly note what you observed. Box 7: Tolerance Was open to the opinions of the trainee Seemed comfortable with the trainee Briefly note what you observed.

168

Box 8: Commitment Has improved since my last observation. Briefly note what you observed. Write one thing you think the coach should work on for future coaching sessions.

Write one thing you think the coach did well while coaching this trainee:

169

OJT Progress Review Subject of OJT: __________________________________________________________ Name of trainee: _________________________________________________________

As of today (___________________), I believe this trainee: Has successfully completed this on-the-job training. Should continue this on-the-job training for—

More Training

More Practice

On this specific task or skill

1. 2. 3. 4. 5. Should discontinue this on-the-job training. __________________________________ Signature of coach

________________________________________________________________________ Notes on trainee’s progress:

170

OJT Trainee Feedback Subject of OJT ___________________________________________________________ Name of coach: __________________________________________________________ Please answer the following questions when you have finished your OJT and give the form to your supervisor. Your answers will help improve the OJT coaching program. -----------------------------------------------------------------------------------------------------------1. Check the box that best reflects how often your coach did the things listed below. My Coach: Always Sometimes Never Doesn’t apply 1. Checked to see if I understood 2. Answered my questions 3. Was patient with me 4. Let me know he or she wanted me to succeed 5. Was positive about the job 6. Was prepared to teach my OJT sessions 7. Had a sense of humour 8. Shared stories about his or her experiences 9. Listened to my concerns about the job 10. Explained things at a level I could understand 11. Seemed comfortable with me 12. Made me feel comfortable 2. Check all the statements that reflect what you think about your OJT experience. During My On-the-Job Training: The information was given to me at about the right speed. I had enough time to practice my new skills. Other employees made me nervous. I understood what I was supposed to learn. Tools and equipment were always available for my training sessions. I was comfortable asking questions. It was OK to make mistakes. I became confident I could do the job. 3. List three important things you learned about the job or equipment during your OJT. 1. 2. 3.

171

Coaching to Different Skill Levels Activity The topic for this activity is the same job that you used in the Practice Coaching activity. This time your coach will play the role of different trainees having various levels of expertise and experience. Class members chosen to be coaches should use the OJT trainee pre-assessment on the next page to determine how much experience he or she has with the job.

OJT Trainee Pre-assessment Subject of OJT: __________________________________________________________ Name of trainee: _________________________________________________________

Trainee has the following certifications/qualifications related to this topic: 1. 2. 3.

Trainee has experience or training in the following related areas: Specific task, skill, or job

Classroom OJT Other

1. 2. 3.

Trainee needs the following training before starting this OJT program:

172

9.10 Unit 6: Wrap-up Coaching Support This workshop was designed to help you assess and improve your coaching skills. Completion of the workshop is just the beginning. You will need to practice your coaching skills. As you continue to learn, you will have support. When you would like to talk with someone about coaching, contact _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ When you would like to read more about coaching, find resources here. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Preparation for On-the-Job Coaching Session Coaching success is a result of being prepared. Use the following checklist for each OJT session. Employee scheduled for training. Teaching materials developed and available. Job tools and equipment available and on-site. Training materials reviewed and job skills practiced. Required forms and documents on hand. Job Aids On the job, it is useful to have easily accessible sources for information. Job aids can help trainees remember key points after they finish training. The job aid above will remind you of key things to do before each coaching session. Think about other information from this workshop that will help you be a successful coach and then create job aids for yourself to use and share with other coaches. Your Next Steps Being a successful coach takes commitment. List below the things you will do to improve your coaching skills.

173

Easy

Box 1: Prepare for each coaching session Teach tasks according to company standards Check for trainee understanding

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Box 2: Answer many questions from a trainee Be interested in the success of a new trainee Ask the trainee questions to direct the learning process

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Box 3: Show a trainee what I like about the job Be excited about coaching Avoid making negative comments

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Box 4: Laugh when training doesn’t go according to plan Share stories about things I’ve learned the hard way

1 2 3 4 5 6 1 2 3 4 5 6

Box 5: Admit to a trainee when I don’t know an answer Address a trainee’s concerns about the job

1 2 3 4 5 6 1 2 3 4 5 6

Box 6: Adapt lessons to the abilities of a trainee Change coaching sessions to meet new constraints

1 2 3 4 5 6 1 2 3 4 5 6

Box 7: Listen to trainee’s opinions about doing the job Be open to negative comments Work with a trainee who is not like me

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Box 8: Participate in training to improve my coaching skills Use my supervisor’s reviews to improve my coaching skills Take my position as a coach seriously

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

174

Workshop Expectations At the beginning of this workshop, you wrote down what you expected to learn from this workshop, and your expectations were discussed with the class. 1. Which expectations were met? 2. Which expectations were not fully met?

Coaching Skills Workshop Evaluation Please complete the following to help us monitor and improve the quality of training. Job title: ________________________________________________________________ Years of mining experience: ____________ Have you conducted OJT before? Yes No How relevant was the training for you? Very relevant Somewhat relevant Mostly irrelevant

Totally irrelevant

How easy was the training to follow? Very easy Somewhat easy Difficult

Too difficult

How would you describe the quality of the training materials? Excellent Good Average Poor How do you rate the delivery of the training? Excellent Good Average

Poor

Would you recommend this course to others? Why or why not?

What was the most important thing you learned? Why was that important?

What would you change about this workshop and why?

What would you keep and why?

175

Sources :

For information about the Doe Handbook “Guide to Good Practices for OnThe-Job Training” contact the U.S. Department of Energy Technical Standards Program Office - c/o Performance Assurance Project Office at: P.O. Box 2009, Bldg. 9201-3 Oak Ridge, Tennessee 37831-8065

176

177