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

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 achi eve 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. 46

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