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

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 51

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