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

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 88

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