How to Coach Yourself and Others How To Perform On The Job Coaching | Page 47

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 traine