How to Coach Yourself and Others How To Perform On The Job Coaching | Page 21

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 advant vR