How to Coach Yourself and Others How To Perform On The Job Coaching | Page 94

company through increasing the skills of new employees. New employees will become productive
more quickly with effective training.
A difficult situation may be created if the new employee will not report to the coach’s supervisor. In
these cases, it is particularly important that a supervisor believes a training related slowdown will
not have negative ramifications. Supervisors should be positively reinforced for supporting training
that will contribute to overall organizational goals.
Supervisors will be overseeing the OJT worksite. They should communicate their support to OJT
coaches and trainees and explain the importance of the program to their other workers.
If an OJT program is being formalized for the first time, employees who were trained in less formal
ways may not see why a change is needed. If other employees see training as a slowdown or
something that negatively impacts their work, they may become resentful. If the supervisor is aware
that this can happen, he or she is more likely to recognize developing situations and deal with them
before problems become difficult. Regardless of the type of training being provided, supervisors
have to manage new employees and employees who are new to given tasks. An effective OJT
program will make this part of a supervisor's job easier.
The responsibilities of the supervisor include:
 Issuing OJT checklists and qualification standards
 Pairing trainees with an appropriate coach or coaches (or: Providing the trainee with a list of
coaches qualified to conduct the OJT and/or performance testing)
 Providing on-going support for coaches an trainees
 Assisting in determining training and task training materials (Ensuring proper documentation of
training and performance tests)
 Tracking trainee progress and setting target dates to reach qualification milestones/goals
 Evaluating the trainee’s proficiency
 Providing program feedback by evaluating the effectiveness of program materials and coaches
 Scheduling training to take advantage of unusual or infrequent job-related activities
 Assessing coaching skills
 Counselling and assigning remedial training as a result of unsatisfactory performance
 Maintaining communication with the coach(es) regarding the OJT program and the qualification
progress of individual trainees.
 Initiating follow-up for trainees

7.6 Selecting and preparing coaches
The foundation of the program is its coaches. Coaches must know and be able to perform the
jobs they are teaching and also know how to share their knowledge and skills with a novice.
Choosing the right people to be coaches and then giving them the support they need is key to
a successful program.
A coach "is someone who helps someone else (a trainee) learn something that he or
she would have learned less well, more slowly or not at all if left alone." (Chip R. Bell)
OJT trainers are often chosen on the basis of their job experience. However, experts may not be the
most effective teachers because they no longer need to think through each step of each task to do
the job. Instead, they think of the work in chunks or patterns that they have come to recognize or
define during hours of practice. Therefore, they may leave out critical information when explaining
a task to a novice who needs to have every step clearly explained. While an OJT coach should be
competent in the job for which a trainee is being instructed, the person with the most expertise is
not always the best choice.

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