Ic 9479 Information Circular/2005
Ic 9479 Information Circular/2005
Ic 9479 Information Circular/2005
INFORMATION CIRCULAR/2005
July 2005
ORDERING INFORMATION
Copies of National Institute for Occupational Safety and Health (NIOSH)
documents and information
about occupational safety and health are available from
NIOSH–Publications Dissemination
4676 Columbia Parkway
Cincinnati, OH 45226–1998
FAX: 513–533–8573
Telephone: 1–800–35–NIOSH
(1–800–356–4674)
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Web site: www.cdc.gov/niosh
This document is the public domain and may be freely copied or reprinted.
Disclaimer: Mention of any company or product does not constitute endorsement by NIOSH.
and
Sections:
♦ Guide to Developing a Coaching-Based On-the-Job Training Program
♦ Guide to Conducting a Coaching Skills Workshop for On-the-Job Training
♦ Instructor’s Notes
♦ Workshop Slides
♦ Pre-workshop Reading and Participant Workbook
GUIDE TO DEVELOPING A COACHING-BASED
ON-THE-JOB TRAINING PROGRAM
On-the-job training is a common means of training or retraining workers and the practice
may seem simple and straightforward. Doing it effectively however requires more thought
and preparation than simply having someone follow an experienced worker around and
watch what they're doing.
Over the years, various techniques and practices have evolved that pass on the skills and
knowledge of a trainer or coach in a manner that leads an inexperienced trainee to really
absorb the information being taught. On-the-job training thus becomes less a haphazard
show-and-tell and more a real transfer of information.
The goal of this document is to describe how to develop or manage an on-the-job training
program so that information is passed on from trainer/coach to trainee efficiently and
effectively. By efficient is meant the best use of time and resources of all those involved in
the training process, and by effective is meant that the trainee truly learns the skills and
internalizes the knowledge needed to perform the job well.
The first part of the document discusses topics to think about when developing a formal on-
the-job training program. A structure based on coaching is suggested. Then a workshop
designed to prepare trainers as coaches is described. Workshop materials include an
instructor’s guide and trainee workbook. These materials can be used to train coaches and to
assist trainees as they go through the learning process. Content related to specific jobs can be
added to these materials to create targeted on-the job-training manuals.
It is likely that some form of on-the-job training (OJT) is being conducted at your workplace.
The formality of that training can range from a structured program to an informal “follow Joe
around” method. If your program is completely unstructured, it may not be meeting current
training needs. Worse, it may perpetuate bad habits and create “trained” employees who are
not given the same information or evaluated to the same standards. Wiehagen et al. comment
that, “Success in using unplanned OJT is usually dependent on the luck of the draw, that is,
whether the informal trainer is competent at the task he or she is teaching, is motivated to
teach, can organize the job into logical components, and knows something about good
practices in teaching and evaluating” (2002, p. 27).
It is only through planning a structured OJT program that consistency can be created and
maintained. At the least, all trainees who have successfully completed such a program can be
expected to perform at an established level—they will know what they must do to be
successful.
To establish a structured program, parameters must be set regarding issues such as who will
conduct the training, what material will be covered, and how long training will last. In
addition, the following topics should be considered. Each will be discussed in more detail in
this guide.
This guide was developed to provide tips and advice for setting up an OJT program. It is
based on education and training research. More in-depth information about past research on
OJT training can be found in the references.
A lot has been written about setting up OJT programs. This guide presents some of the best
ideas from many sources and brings them together in one strategy. It is based on a
philosophy of OJT trainer as coach.
Supervisors are assigned to oversee the training needs of each trainee. (Note:
They do not necessarily conduct any training.)
OJT trainers use coaching skills as they direct the learning process. Every OJT
coach is given specialized training on teaching and coaching skills.
enthusiastically supports its integration into the company. He or she administers and
evaluates the overall program.
• The Supervisor. The supervisor manages the action part of the program and is the
person responsible for overseeing the progress of the trainee. The supervisor—
• The Coach. The coach does the training. He/she is responsible for organizing and
planning the training, developing a relationship with the trainee, and teaching
knowledge and skills to the trainee.
• The Trainee. The trainee is responsible for being an interactive learner, developing
a relationship with the coach, and mastering the material taught.
The primary work team in the coaching-based OJT program is the trainee, the supervisor
assigned to oversee his or her training, and the coach or coaches who conduct that training.
The diagram shows how primary interactions related to the program are expected to progress
in a formal program.
• Upper management
Champion • All employees
Coach 1
Supervisor Trainee
Coach 2
The relationship between the coach and the trainee is defined in either a written or verbal
agreement. Both individuals understand and are committed to the goals, actions, and timeline
of the process and understand their respective roles and responsibilities.
4
Supervisors play a key role in this OJT program. They select and review coaches. For each
trainee assigned to them, they develop a plan with the knowledge and skills needed by that
individual in mind. They match trainees to coaches to accomplish the goals set forth in the
plans. It is the supervisor's responsibility to conduct an official evaluation to determine when
trainees have achieved an acceptable level of performance.
Since OTJ is, by definition, taking place at a worksite, even supervisors who are not
currently assigned trainees need to understand the importance of quality training and know
how to support coaches and trainees. All supervisors should know any legal requirements
and company policies requiring employee training before certain tasks can be performed.
Training-related paperwork, even if it is to be completed by another supervisor or a coach,
should be explained to all supervisors so they can review it if they ever have a question about
the training status of any employee who reports to them.
OJT coaches can not be expected to fulfill their original duties at the same level of
involvement while they are engaged in training activities. During that time, part of their job
is to teach, not to produce. Supervisors need to understand how this short-term loss will be a
long-term gain for the 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 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)
5
A person currently in the position is usually chosen as the trainer, and that person is
generally expected to teach all aspects of the job. However, a supervisor should consider
whether another employee could (or even should) teach some things to those new to a given
job. For example, a mechanic who understands how a machine functions could teach
equipment operators. The mechanic might be in the best position to explain how to do proper
inspections and to advise the new operator about what should be done to keep the machine in
good working order. In addition, using other coaches for parts of a trainee’s experience can
lessen the workload on one coach and give a trainee different perspectives on new tasks.
Job expertise shouldn’t be the only consideration when selecting a coach. Personal
characteristics are also important. James Leach (1996) reports that successful trainers will
have “enthusiasm, humor, flexibility, and tolerance.” In discussions between coal miners and
NIOSH staff about what makes a good trainer, the characteristic of patience was brought up
often. Miners also said excellent trainers care about their trainees. It will be these kinds of
qualitative differences that will set excellent coaches apart from adequate ones.
Some of the characteristics that make a good coach are (Leach, 1996)—
Sincerity/honesty Takes every question seriously and doesn't pretend to know the
answer if they don’t.
In addition to expertise and personal Although OJT trainers may have highly
characteristics, he or she must also know developed skills in their area of
how to coach. Often this requirement is expertise, they are likely to have little
overlooked in OJT programs. While awareness of the procedures and
selected employees may become great OJT strategies that will make them
effective trainers (Johnson and Leach,
coaches by trial-and-error, they will become 2001, p. 427; see also Williams,
effective more quickly if given assistance in 2001).
learning and mastering teaching skills. One
way to do this is through 1-day workshops that incorporate adult education principles and
allow teaching/coaching skills to be practiced. (Materials for such workshops are provided
later in this guide.)
Employees selected as OJT coaches should be told what is expected of them and what they
will get in return for taking on this role. Teaching can be intrinsically rewarding, but it can
also be stressful. Since the OJT coach is a productive employee, he or she may feel pressured
to continue producing at the same rate even when activities are being added to a workday. It
is not possible for the individual to do both things at the same time with 100% efficiency and
attentiveness. The production rate for the OJT coach will decrease when they are training,
and they should be reassured that the coaching job is important and worth spending time to
do well. It is likely, however, that OJT coaches will continue to be productive employees in
terms of their original jobs as well as in their new roles. It is appropriate that they be given
recognition and/or rewards for their extra efforts. In an effective OJT program, coaches know
they are respected and appreciated.
One way to reward coaches is to institute an OJT coach certification. Certification would
identify individuals who have been selected and prepared to conduct training. Preparation
would include the content of the given job along with teaching and assessment skills. If the
organization certifies employees as coaches, then training is less likely to become a “follow
Joe around” experience. Once certified, however, the individual must be offered resources
and support to be successful. They should also be given opportunities to improve their skills
through additional education or refresher sessions. Another advantage to certification
programs is that supervisors will know a certified OJT coach is qualified to prepare an
inexperienced employee for a new task.
Some level of basic knowledge, and sometimes skill, is required before learning any new
job. The prerequisites to the job should be determined and documented as part of the OJT
program. Formalizing the prerequisites will give everyone an understanding of what is
minimally expected of someone new to a given job. Trainers will be provided with a starting
point, and trainees feel more confident knowing they have met certain standards. If trainees
do not meet the prerequisites, what additional knowledge or skills they need before OJT
begins will be clear.
It is important to have some system in place to determine whether trainees have gained the
knowledge and skills required to do the new job. Such a system should be thorough enough
to gauge trainee success accurately, but not too cumbersome to use with ease. One method is
to design checklists including each important task and/or subtask that should be reviewed.
Checklists can be compiled while training content is being defined. It can be used as a guide
to key points to be made during training, as well as an evaluation tool as training progresses.
One caution when setting up an evaluation system is that coaches and trainees must not think
that "fully successful" is the only acceptable level of task performance. If that becomes the
norm, trainers are likely to conduct an evaluation only when they are sure this goal will be
met. A successful evaluation system allows trainees to learn from less-than-perfect
performances and progress to eventual success in each task or subtask.
Supervisors should evaluate the performance of trainees and have final sign-off
responsibility. Successful training cannot take place, however, without the coach assessing
performance either formally or informally as training progresses. Additional people who
might evaluate trainees are other employees who have expertise in the job for which workers
are being trained or safety department employees. However, no matter who evaluates
trainees, the same method should be used each time. Trainees should always know who will
be evaluating their performance and what knowledge and/or tasks will be reviewed.
Certification can be a means of identifying employees with given knowledge and skills.
Certification is useful when a quick assessment of people who can do certain tasks is needed.
If a company certification system is put in place, however, a decision must be made as to
whether individuals currently in the job will be certified or whether those individuals should
be evaluated in the same manner as new workers who are taking specific training.
If a certification program is put into place, then OJT coaches should become certified before
teaching others. Coaches then have the experience of going through an evaluation from a
trainee’s perspective and a chance to become familiar with the training process. In addition,
certifying OJT coaches demonstrates to trainees that the coaches have proven their abilities
in the job being taught.
8
Teaching guides give coaches and trainees road maps for activities. Guides also increase the
consistency of training between different OJT coaches and document what is being taught.
The guides should be selected and/or developed with the input of OJT coaches, supervisors,
maintenance personal, and safety professionals (or representatives) and tested to confirm
they are appropriate for a specific workplace. "To keep things simple, [the] trainer [coach]
and trainee guides should be, for the most part, identical. They should both list all of the
tasks addressed by the structured OJT program" (Blair, 2001).
While the basic information in coach and trainee guides should be the same, some different
information should be added to each one.
An additional item I recommend including for each task in the trainer [coach] guide is a
statement, or paragraph, listing areas to cover, or stress, when teaching the task. This is also a
good place for any other task-related suggestions you might want to add. Corresponding items
can also be placed in the trainee’s guide to help them concentrate on the same salient points as
the trainer (Blair, 2001).
The job is not over when the training material has been developed or selected and is in use.
Periodic review will ensure that the guides still match the organization’s training needs.
Coaches, trainees, and supervisors should be asked to report their suggestions for changes or
updates to the guides. If they individually make changes, their ideas will not be shared with
other company OJT coaches. The result will be inconsistent training across the organization.
Training guides also need to reflect changes in equipment, procedures, regulations, and
policies.
Everyone with knowledge about the program and a stake in its success should be included in
the review to some extent. Key sources of information about how the program is working
include trainees, coaches, supervisors, and employees working with individuals who have
completed the training. The simplest technique is to talk informally to people about the
program. More formal methods, such as questionnaires or group interviews, are also
worthwhile, but depend on the resources of the program and the importance of the skills
being taught.
Even when a program is evaluated and found to be highly successful, it should continue to be
reviewed over time. New people become trainers, new supervisors are hired, and the subject
matter itself can evolve as changes take place in the work environment and/or the worksite.
Thus, training materials and processes should be reassessed and revised periodically so the
OJT program continues to be successful.
Summary
A coaching-based OTJ program requires commitment from all levels of the organization—
trainees must be open to learning; coaches must be interested in teaching and trained to do it
well; supervisors must coordinate and review the activities of their assigned trainees and the
coaches working with them; and all managers must support the goals and methods of the
program.
Each program will improve over time. Today’s trainees will learn about coaching
relationships and be trained using methods that adhere to adult learning principles. These
employees will have a head start when it is their turn to take on the roles of supervisor and
coach in the future.
References
Johnson, S. D., and Leach. J.A. (2001). Using Expert Employees to Train on the Job, Ch. 3
in Advances in Developing Human Resources 3(4), pp. 425-434.
Wiehagen, B., Conrad, D., Friend, T., and Rethi, L. (2002). Considerations in Training On-
the-Job Trainers, in Strategies for Improving Miners’ Training, Robert Peters (editor),
NIOSH Information Circular 9463, U.S. Department of Health and Human Services,
Center for Disease Control and Prevention, National Institute of Occupational Safety and
Health, pp. 27-34.
Williams, S.W. (2001). The Effectiveness of Subject Matter Experts as Technical Trainer,
Human Resources Development Quarterly 12(1), pp. 91-97.
GUIDE TO CONDUCTING A COACHING SKILLS
WORKSHOP FOR ON-THE-JOB TRAINING
The goal of this workshop is to teach experienced miners how to be effective at passing on
what they know to miners new to their jobs. It gives prospective OJT trainers the rationale
and tools needed to become effective coaches and an opportunity to learn and practice
strategies for successful coaching. By the end of the workshop, trainers will have a clearer
understanding of their role, know how to prepare for teaching someone a new job, and know
where to get needed resources.
Objectives
Instructional objectives are the cornerstone of successful instruction. When written well,
they enable you to identify appropriate content for your instruction, organize your instruction
the best way possible, and create tools to accurately determine if instruction is achieving
your goals (Mager, 1997).1
Once upon a time a Sea Horse gathered up his seven pieces of eight and cantered out to find his
fortune. Before he had traveled very far he met an Eel, who said,
"Psst. Hey bud. Where ya goin’?" "I am going out to find my fortune," replied the Sea Horse,
proudly.
"You're in luck," said the Eel. "For four pieces of eight you can have this speedy flipper, then you'll
be able to get there a lot faster."
"Gee, that's swell," said the Sea Horse and paid the money, put on the flipper, and slithered off at
twice the speed. Soon he came upon a Sponge, who said,
"Psst. Hey bud. Where ya goin’?” "I am going out to find my fortune," replied the Sea Horse.
"You're in luck," said the Sponge. "For a small fee I will let you have this jet-propelled scooter so
that you will be able to travel a lot faster."
So the Sea Horse bought the scooter with his remaining money and went zooming through the sea
five times as fast. Soon he came upon a Shark, who said,
"Psst. Hey bud. Where ya goin’?" "I am going out to find my fortune," replied the Sea Horse.
"You're in luck. If you take this short cut," said the Shark, pointing to his open mouth, "you'll save
yourself a lot of time."
"Gee, thanks," said the Sea Horse. He zoomed off into the interior of the Shark and was never heard
from again.
The moral of this fable is that if you're not sure where you're going, you're liable to end up some
place else.1
1
Recommended reference: Mager, Robert F. (1997) Preparing Instructional Objectives: A Critical Tool in
the Development of Effective Instruction, 3rd ed. Atlanta, GA: CEP Press.
2
Good instructional objectives describe the learner's performance—what the participant will
be able to do at the end of the instruction. Performance outcomes identified in the objectives
should be observable and measurable.
Unit Objectives: At the conclusion of this workshop, the participants will be able to—
Unit I
• Self-assess their individual readiness for coaching as measured by completion of the
coaching readiness self-assessment and
• Articulate the definition and characteristics of a coach as measured by the ability to
name three qualities of a “super” coach and three deficiencies of a “blooper” coach.
Unit II
• Demonstrate an understanding of the coach/trainee relationship as measured by an
ability to discuss the “three Cs” (communication, collaboration, and commitment) that
make up a coaching relationship,
• Demonstrate good communication skills (specifically good listening skills, good
questioning skills, and knowledge of appropriate feedback) as measured by (1) the
translation of closed-ended questions into open-ended ones and (2) completion of the
communication skills summary, and
• Describe, in classroom participation, the role of coach, trainee, supervisor, and
company.
Unit III
• Demonstrate an understanding of how adults learn as measured by completion of the
"Adult Learners" activity,
• Demonstrate an understanding of effective coaching as measured by completion of the
"Effective Coaching" activity,
• Demonstrate, through classroom participation, an understanding of effective
assessment in the learning process, and
• Demonstrate, through classroom participation, a familiarity with how to complete a
coaching checklist.
Unit IV
• Demonstrate the ability to prepare a training outline by completing all parts of the
"Preparing a Training Outline" activity.
Unit V
• Demonstrate skill in using the principles of adult learning in a class exercise through
participation in the "Practice Coaching" activity, and
• Demonstrate coaching skills in classroom role playing to be measured by use of the
OJT observer form.
Unit VI
• Evaluate the training through discussion during the review of the day and by
completing the coaching skills workshop evaluation.
3
Field tests and technical reviews show that participants are likely to ask questions that have
no clear-cut answers. For example, they may ask what to do about trainees who aren't really
interest in being trained. This question and others like it can't be given set answers because
trainee selection methods and other program details vary by organization. Time should be
allowed during the workshop to discuss these concerns, with due consideration of the context
in which the coaching will take place. Other topics, such as motivation, interest, abilities, and
attitude, should be open to discussion during the workshop.
Workshop Topics
The agenda below lists suggested topics and recommended times for a 1 day workshop.
Topic Time
Welcome and Introductions 20 minutes
Unit 1: What is a Coach?
Successful Coaching
Coaching Readiness Self-Assessment 40 minutes
Characteristics of a Good Coach
WIIFM
Unit 2: The Coach/Trainee Relationship
Establishing a Relationship
Effective Communication 50 minutes
Responsibilities
Unit 3: Coaching Adults
Characteristics of Adult Learners
Experience and Learning
Effective Coaching 50 minutes
Effective Assessment
Coaching Checklist
Steps to Successful Coaching
Unit 4: Preparing a Training Outline 1 hour
Unit 5: Coaching Practice
Practice Coaching Activity 2 hours
Coaching to Different Skill Levels Activity
Unit 6: Wrap-up
Review of the Day
Workshop Wrap-up
On-the-Job Coaching Session Preparation
Your Next Steps 1 hour
Coaching Readiness Self-Assessment
Workshop Expectations
Coaching Skills Workshop Evaluation
4
Preclass Preparation
The workshop can be conducted in any classroom or conference room with adequate space
for participants to break into small groups. Seating should allow class discussion and small
group activities. A projector is useful to show slides. Flip charts may also be helpful during
class discussions and small group activities. Each trainee should be given a trainee workbook
to use during the workshop and to take as a reference.
A downloadable version of the slide presentation designed for this workshop can be found on
the NIOSH Mining Website (http://www.cdc.gov/niosh/mining/) by searching for this guide
by title, author, or Information Circular Report number.
Items on the following checklist should be taken care of before each session.
Date/time set
Room scheduled
Equipment available (projector, computer, flip-charts, other _________________ )
Materials (preclass reading, workbook, extra forms for activities, slides)
Participants notified of date, time, and location of workshop
Preclass reading material distributed to participants
Managers/supervisors notified about workshop as needed
Food/drink arrangements made
Upper-level manager prepared to give opening remarks.
If possible, the article “On Teaching and Learning: An Important Distinction in My Learning
to Fly” by George Semb (see Student Workbook) should be distributed to participants before
the workshop. If this is not practical, then copies of the article should be handed out as
trainees arrive, and they should be given time to read it before the workshop starts.
An upper-level manger should give brief opening remarks. He or she can welcome the group
and explain why the company or organization supports the training. A suggested outline is
given on the next page to help the manager prepare his or her remarks.
Workshop Evaluation
It is very important to obtain feedback about the effectiveness of the workshop. At the end of
each workshop, the instructor(s) should carefully review participants’ evaluations (included
in the trainee workbook) and make changes to the class as needed. Later on, after participants
have begun practicing their coaching skills on the job, it is important to obtain additional
feedback. Ideally the feedback should come from the coaches, the employees they are
training, and the supervisors of these employees
5
Company name continually searches for ways to improve our operational and safety performance.
In our pursuit of the right mix of processes and programs, we have learned some things that have
influenced our training and management philosophy: We might call these universal leanings. Let’s
review them and how they apply to today’s Coaching Skills Workshop. This will help you
understand the importance of what you are doing today.
1. Although there is a role for classroom training, some of the most effective learning is done
on the job.
Adults are more likely to remember information they get through personal experience
than information they get from lectures.
For adults, the best learning situation is interactive. They would rather be mentored
(coached) than lectured to.
Employees in training want to know how what they learn will be applied to the work-
place
2. The way we as a company coach and develop employees affects our productivity, our
safety, and our ability to work well together. Consequently, it affects overall job satisfac-
tion.
3. Learning that is based on participation is most effective and long-lasting. This, as you will
soon experience, is the major advantage of coaching. A good job coaching results in a pro-
ductive and safe employee, benefiting everyone.
Perhaps you should consider the following as you begin learning to be an effective coach:
Coaching, in the words of Sir John Whitmore, is the process of “Unlocking a person's potential to
maximize their own performance.”
I appreciate your participation in this workshop and trust that you will leave here equipped to help
Field Testhigh
us achieve Results
levels of performance. I think you will find this workshop both rewarding and
enjoyable as you are coached into becoming an effective coach.
Field Tests
The Coaching Skills for On-the-Job Training workshop was field tested in the fall of 2004 at
two locations. The first workshop (field test group 1) consisted of 11 participants who were
employees at a salt mine in the southeastern United States. The 14 participants at the second
field test (field test group 2) worked at four stone quarry operations in Pennsylvania. Two
NIOSH researchers taught the classes.
Participants in field test 2 were primarily responsible for safety, health, and training at
quarries in Pennsylvania. The class was conducted in a training room equipped with a
6
Microsoft Power Point2 projection system. Tables were arranged in a U-shape so everyone
could see each other and the projection screen. The workshop started at 7:15 am and lasted 7-
1/2 hours. There were three 10- to 15-minute breaks in the morning, a 40-minute lunch
break, and one break in the afternoon.
An additional researcher was present during field test 2 to take notes. Details from these
notes are included in the instructor’s guide. Information such as how long activities lasted
and topics on which participants needed additional explanation are discussed along with
describing the activity or material to be presented.
Twenty-three participants completed workshop evaluation forms. Eleven were from group 1,
and 12 were from group 2.
Job titles included loading foreman; mechanic; forklift operator; ac pan operator; screen
plant operator; driller; training specialist; various safety, training, health, and/or environ-
mental specialists; Euclid driver; and hammer operator.
All but one participant had at least 2 years of experience in the mining industry. Mining
experience of the participants ranged from 6 months to 35 years. Sixteen of the 23
participants indicated that they had prior experience conducting on-the-job training.
The tables below indicate how many participants chose each of four possible responses to the
listed evaluation questions.
Group 1 Group 2
10 7 Very relevant
1 5 Somewhat relevant
0 0 Mostly irrelevant
0 0 Totally irrelevant
Group 1 Group 2
8 6 Very easy
3 5 Somewhat easy
0 1 Difficult
0 0 Too difficult
2
Mention of specific products or manufacturers does not constitute endorsement by the National Institute
for Occupational Safety and Health.
7
Group 1 Group 2
8 4 Excellent
3 4 Good
0 4 Average
0 0 Poor
Group 1 Group 2
8 5 Excellent
3 7 Good
0 0 Average
0 0 Poor
Participants were also asked to write responses to a few open-ended questions. A brief
summary is given below.
● All participants from both groups said that they would recommend this course to
others.
● Several participants said that the most important thing they learned from the
workshop was the importance of preparing a training outline and how to go about it.
Other responses included establishing a good coach-trainee relationship; assessing the
trainee’s level of experience and what they already know at the beginning of the training
session; communication skills; spending enough time in the coaching phase; realizing
each person needs to be trained in a different manner; what to expect from trainees; the
importance of gaining the trainee’s trust and confidence.
● When asked what they would suggest changing about the workshop, the responses
included to have more props available for use in the small group training exercises;
provide more group exercises; have each group do a different activity; use additional
scenarios; make sure that the material in the workbook corresponds to the information on
the Power Point slides; add the graph illustrating how on-the-job training relates to the
amount of time it takes trainees to attain an acceptable level of proficiency at a new task
to the workbook (i.e., OJT shortens the learning curve).
● When asked what they would keep (not change) about the workshop, responses
included the importance of clearly communicating to trainees what the trainer/company
expects of them; the importance of preparing a good training outline, trainee evaluation;
the notion that being able to perform a job well does not mean a person is necessarily
going to be a good coach; giving participants the opportunity to discuss each section; role
playing; preparing a coaching checklist.
Overall, participants’ comments were quite favorable. The workshop was considered to be
very useful, and participant thanked the presenters for offering it to them.
Instructor’s Notes for Coaching Skills
Workshop for On-the-Job Training
Consider these notes suggestions and use them as a starting point from which to tailor the
workshop to individual class needs.
Lead a brief discussion about training and learning at the worksite. Refer to the pre-
reading article (“On Teaching and Learning: An Important Distinction in My Learning
to Fly” by George Semb) and trainee experiences.
Have trainees write what they expect to get from this workshop on page ii. Discussing
expectations will let you know what trainees are thinking about the workshop and will
give you an opportunity to correct any misconceptions they may have. You can also
define what will and will not be covered.
Ask trainees to complete the OJT Coaching Pre-assessment on page iii. Have them fill
out the form for this workshop on Coaching. Explain that they should think about
coaching broadly. For example, in question 2 include experiences in the community
(soccer coach, Little League, Boy Scouts, volunteer organization leadership, fraternal
organizations such as Elks, VFW, church activities, parenting) and any other experiences
they have had teaching someone to do something. One goal of this activity is to increase
confidence by showing that most all adults have some sort of “coaching” experience.
NOTES:
2
When workers learn new tasks by trial and error or the “Following Joe Around” methods,
one can expect them to make more errors and to take longer to achieve an acceptable
level of performance. Workers who are taught by an effective program of structured OJT
coupled with good coaching can be expected to learn more quickly, and to exhibit less
variability in task performance. This latter approach to training requires small time
investments in the short run. However, the long run benefits are often well worth this
initial investment—especially in relatively hazardous or unforgiving work environments
such as mining.
The graph above and related information was taken from the following document.
Wiehagen, B., Conrad, D., Friend, T., and Rethi, L. (2002). Considerations in Training
On-the-Job Trainers, in Strategies for Improving Miners’ Training, Robert Peters
(editor), NIOSH Information Circular 9463, U.S. Department of Health and Human
Services, Center for Disease Control and Prevention, National Institute of Occupational
Safety and Health, pp. 27-34.
NOTES:
3
Slide 3
Slide 4
NOTES:
4
Fun Facts:
Slide 5
Under the leadership of Coach Lou Holtz, the University of South Carolina football program
achieved a high level of success and respect. In Coach Holtz’s first five-years, USC accomplished
several firsts in the program’s 110-year history, including the following.
• Winning two consecutive New Year’s Day Bowl games (2001, 2002 Outback Bowls)
• Finishing with top 20 national rankings for two straight years (19th in 2000 and 13th in 2001)
• Ranked in the national polls for an entire season (2001)
• The most victories in consecutive seasons (17 from 2000-01)
• Record-setting home attendance (82,614 average in 2001 and 82,138 in 2002)
• Most national television appearances in a three-year period (18)
• Most players (11) to sign NFL contracts in one season (2002 and again in 2003)
Slide 6
NOTES:
5
Slide 7
Slide 8
Slide 9
6
Slide 10
NOTES:
7
Slide 11
Slide 12
NOTES:
8
Step 3: Establish Trust and Belief. The listener must not only understand what is said,
but also believe it.
Step 4: Commitment to Action. Often, in the communication process, all that we have
to go on is the listener’s statement of what they will do. That is why it is called a
commitment to action and not just an action. We have to listen for the commitment. If it
is not forthcoming you may need to probe to find out why.
Discussion Point: What happens if the listener understands, but doesn’t trust or believe
that what was said is reasonable or the right thing to do?
Slide 14
9
Slide 15
val·i·date
to make legally valid b : to grant official
sanction to by marking c : to confirm the
validity of (an election); also : to declare (a
person) elected
2 : to support or corroborate on a sound or
authoritative basis <experiments designed to
validate the hypothesis> synonym see
CONFIRM (Webster’s Dictionary)
Slide 17
10
Slide 18
Slide 19
Slide 22
Slide 23
12
Slide 24
Slide 25
Slide 26
13
Slide 27
Slide 28
Slide 29
14
Slide 30
Slide 31
NOTES:
15
Slide 32
Adult learners are task-centered and problem-centered. They are quick to focus on a
problem and so are solution-driven.
Adults have personal training goals. They may be skill-seeking and in training to acquire
a new job skill. Sometimes an adult will be motivated by the pleasure and satisfaction of
learning something new or by camaraderie of interaction. Other times an adult will be
motivated by the resultant increase in pay or certification at the end of the class. Knowing
a trainee’s motivation will help in coaching that individual.
Adults are independent, self-directed learners. Methods should be used to guide the
trainee to learn in a way and at a pace comfortable for him or her.
16
Examples:
Self-directed: allow trainees to say when they
are ready for an assessment of their skills
Experience-based: use examples from a
trainee’s off-the-job interests like sports
Practical: ask the trainees questions about
applying new information to a specific task
Problem-centered: explain at what point during
a work process a new skill would be used
Goal-oriented: ask the trainee his/her career Slide 34
goals and discuss how this training fits
Slide 35
Slide 36
17
Slide 38
Slide 39
18
Slide 40
NOTES:
19
Slide 41
Slide 42
NOTES:
20
Slide 43
During the discussion of this activity reinforce the need for preparing a training outline.
Slide 44
NOTES:
21
Slide 45
Unit 6: Wrap-up
Slide 48
Slide 49
Slide 50
23
Slide 51
Slide 52
Slide 54
Slide 55
Coaching Skills Workshop for
On-the-Job Training
Learning Curves
Unit 1: What is a Coach?
Successful Coaching
Coaching Readiness Self-Assessment
Characteristics of a Good Coach
WIIFM?
Successful Coaching
It takes more than being able to do
the job well.
Giving Feedback
Responsibilities
Establishing a Relationship
Effective Communication
1. Exchange
Information
4. Commitment
to Action
2. Ensure
Understanding
3. Establish Trust
and Belief
Listening Skills
????????????????????????????????
Types of Questions
Closed-ended
Open-ended
Closed-Ended Questions
Usually result in a yes or no answer
Usually begin with
Do..., Is..., Can..., Could…, Would..., Should...,
Will..., Shall...,
Should be avoided
Example:
“Are you ready to move to the next step?"
Open-Ended Questions
Help evaluate trainee’s understanding
Establish strengths and concerns of
the trainee
Begin with
How..., Why..., When..., Where..., What...,
Who..., Which…, If…
Example:
"What additional information do you need
in order to move to the next step?"
Translate Closed-Ended
Questions to Open-Ended
Questions Activity
Giving Feedback
• To reinforce corrections
• To point out actions that need to be
corrected through further practice
Feedback Techniques
Praise
Let trainees know how well they are doing
Use sincere praise to create a more
constructive atmosphere
Feedback Techniques
Clarifying
1. Restate what you heard the trainee say
2. Listen for confirmation that what you are
saying is correct
3. Encourage trainees to tell you if you are right
or wrong
Feedback Techniques
Boomerang Question
Redirect a question back to the learner
Example: “That’s a good question. What do
you think ought to be done in that situation?”
Giving Feedback
Effective coaches:
Give plenty of timely positive feedback
Give negative feedback privately
Informal Feedback
– Given as issues arise
Formal Feedback
– Given at specified times
Communications Skills
Summary
Responsibilities
Coach’s responsibilities include
Assessing trainee knowledge and skills
Organizing and planning training
Evaluating progress
Key
Suggesting changes needed to the Points
program
Responsibilities
Coach’s responsibilities
Supervisor’s responsibilities
Trainee responsibilities
Goal- Self-
oriented directed
Problem- Experience-
centered based
Practical
Adult Learners Activity
Cone of Learning
Read
10%
Hear
20%
See
30%
Say
70%
Say and Do
90%
Effective Coaching
Clear Goals
Valid Content
Appropriate Delivery
Method
Assessment
Remediation
Effective Coaching Activity
Effective Assessment
Perform Question
Demonstrate Answer
Describe
Coaching Checklist
For self-evaluation
Steps to Successful Coaching
1. Focus
THEN
Job Steps
Preparing a Training Outline
Activity – Part II
Important Considerations
Unit 5: Coaching Practice
Practice Coaching Activity
What Is a Coach?
The Coach/Trainee Relationship
Coaching Adults
Preparing a Training Outline
Coaching Practice
Coaching Support
Contacts and Resources
OJT Coaching Session
Preparation
Employee scheduled for training
Teaching materials developed and available
Job tools and equipment available and on site
Training materials reviewed and job skills
practiced
Required forms/documents on hand
Your Next Steps
Coaching Readiness
NIOSH/PRL
Launa Mallett
Kathleen Kowalski-Trakofler
Charles Vaught
William Wiehagen
Robert Peters
(05/19/2005)
Coaching Skills Workshop Plan
i
What do you expect?
ii
OJT Coaching Preassessment
Name: _________________________________________________________
iii
Why Structure On-The-Job Training?
iv
Unit 1
What Is a Coach?
NOTES
_____________________________________________________________
Unit 1 – Page 2
Successful Coaching
One reason you have been selected as a coach is because of your work
knowledge and skills.
But being able to do a job well does not always make a person a good coach.
When someone is very good at something, doing the task may have become so
automatic that the person is not able to explain it to others (Johnson and Leach,
2001).
Other qualities also make people good coaches. You are likely to have a
number of these qualities since you were chosen for this program.
Unit 1 – Page 3
NOTES
_____________________________________________________________
Unit 1 – Page 4
Coaching Readiness Self-Assessment
This form will help you determine your strengths and the things you can work on to improve
your success as a coach.
On the scales below, circle the number that reflects how difficult you think each task will
be for you. Circle 1 for "very challenging" and 6 for "very easy."
Challenging Easy
Box 1
Prepare for each coaching session. 1 2 3 4 5 6
Teach tasks according to company standards. 1 2 3 4 5 6
Check for trainee understanding. 1 2 3 4 5 6
Box 2
Answer many questions from a trainee. 1 2 3 4 5 6
Be interested in the success of a new trainee. 1 2 3 4 5 6
Ask the trainee questions to direct the learning process. 1 2 3 4 5 6
Box 3
Show a trainee what I like about the job. 1 2 3 4 5 6
Be excited about coaching. 1 2 3 4 5 6
Avoid making negative comments. 1 2 3 4 5 6
Box 4
Laugh when training doesn’t go according to plan. 1 2 3 4 5 6
Share stories about things I’ve learned the hard way. 1 2 3 4 5 6
Box 5
Admit to a trainee when I don’t know the answer. 1 2 3 4 5 6
Address a trainee’s concerns about the job. 1 2 3 4 5 6
Box 6
Adapt lessons to the abilities of a trainee. 1 2 3 4 5 6
Change coaching sessions to meet new constraints. 1 2 3 4 5 6
Box 7:
Listen to a trainee’s opinions about doing a job. 1 2 3 4 5 6
Be open to negative comments. 1 2 3 4 5 6
Work with a trainee who is not like me. 1 2 3 4 5 6
Box 8:
Participate in training to improve my coaching skills. 1 2 3 4 5 6
Use my supervisor’s reviews to improve my coaching skills. 1 2 3 4 5 6
Take my position as a coach seriously. 1 2 3 4 5 6
See the "Characteristics of a Good Coach" discussion to learn more about the topics in each
box.
Unit 1 – Page 5
NOTES
_____________________________________________________________
Unit 1 – Page 6
Characteristics of a Good Coach
Even the best coaches can improve with training and practice. The coaching readiness self-
assessment was designed to help you identify areas where you can improve your coaching
skills. The statements on the assessment and the related information in each box define the
characteristics of good coaches (adapted from Leach, 1996).
Box 1: Desire
Successful coaches want to coach. They take pride in sharing what they know. Improv-
ing their teaching skills is important to them. A successful on-the-job training (OJT)
program will have coaches teaching jobs in standardized ways with an emphasis on
safety.
Box 2: Responsiveness
Successful coaches need to engage trainees. Their listening and communication skills
are key to conveying the right information. Questions can be used to direct the learning
process. Successful coaches understand that learning will increase when trainees are
comfortable asking questions.
Box 3: Enthusiasm
Successful coaching takes energy. OJT sessions take time to prepare and commitment to
conducting them. Coaches who feel good about their jobs will pass on those feelings.
Box 4: Humor
Successful coaches have a good sense of humor. Things don’t always go according to
plan. Everyone has learned something the hard way. Laughing about things that have
gone wrong sends the important message that messing up while learning is OK.
Box 5: Sincerity/Honesty
Successful coaches don’t fake it. They truly care about the success of their trainees and
deal with them in a straightforward manner. Trainees will respect a coach who admits
not knowing something and then goes and finds the answer for both of them.
Box 6: Flexibility
Successful coaches are adaptable. They know when to eliminate, adjust, or change what
they are teaching to match the capabilities of the trainee or outside constraints.
Unit 1 – Page 7
Characteristics of a Good Coach – page 2
Box 7: Tolerance
Successful coaches are open to the opinions of others. They recognize and accept
differences in personalities. They are interested in what others have to say, even when
they don’t agree, and accept negative feedback as a tool for improvement.
Box 8: Commitment
Successful coaches improve over time. Training, practice, and honest reviews help
coaches develop and refine their skills. Formal certification programs provide a public
statement of support from the company. Successful coaches take their coaching duties
seriously.
Boxes with more high numbers circled show areas where you are most confident. These
qualities will help you be an effective coach.
Boxes with lower numbers circled show what you can work on to improve your coaching.
You can be trained to incorporate these qualities effectively into your coaching even if they
do not come naturally to you.
If you gave a low rating because of a barrier related to company policy, practice, or
procedure, discuss your concerns with your workshop leader, safety department staff, or
supervisor. If you are comfortable bringing up your concern during the workshop, you may
find others have similar reservations, and changes are needed to make the OJT coaching
program successful at your operation.
Super Coach
Every or isBlooper
coach Coach?
different.
Capitalize on yourSuper Coachand
strengths or Blooper
work toCoach?
improve other areas.
Unit 1 – Page 8
Super Coach or Blooper Coach?
List three things that this coach did that made him or her successful.
1.
2.
3.
List three things that this coach did that were not good coaching practices.
1.
2.
3.
Unit 1 – Page 9
WIIFM?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Unit 1 – Page 10
Unit 2
The Coach/Trainee Relationship
NOTES
_____________________________________________________________
Unit 2 – Page 2
Establishing a Relationship
Coaching is a process that begins when you establish a relationship with the trainee.
Remember the three C's that make up a coaching relationship (Hart, 2003).
In the box below are some techniques that will help you establish communication, collabor-
ation, and commitment.
Remember that developing a coaching relationship is not the end goal. The relationship is
just a vehicle for helping the trainee develop his or her skills.
Unit 2 – Page 3
NOTES
_____________________________________________________________
Unit 2 – Page 4
Effective Communication
1. Exchange
Information
4. Commitment to
Action
2. Ensure
Understanding
3. Establish Trust
and Belief
The model above shows the sequence of steps needed for effective communica-
tion. If any step is missed or not completed, the process stops until that step is
completed successfully.
4. How will they commit to an action if they do not believe it is in their best
interest?
Unit 2 – Page 5
NOTES
_____________________________________________________________
Unit 2 – Page 6
Listening Skills
Good listeners—
• Don’t interrupt or plan a response while another person is talking.
• Are not judgmental.
• Think before answering.
• Try to face the speaker and maintain eye contact.
• Watch nonverbal behavior; listen with eyes as well as ears.
• Ask questions and wait for an answer.
• Don’t have to have the last word.
(Adapted from Richard Gemmet, 1977)
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Unit 2 – Page 7
Asking Good Questions
Questions help to get the coach and trainee talking. If asked appropriately,
questions make the learner think and participate.
1. Closed-Ended Questions
Example: Do you know how to bring this vehicle under control if it starts to
slide?
What are your concerns regarding the use of this type of question?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Unit 2 – Page 8
2. Open-Ended Questions
Example: What would you do to bring this vehicle to a stop if it started into
a slide?
What are your concerns regarding the use of this type of question?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Unit 2 – Page 9
Translate these closed-ended questions into open-ended ones.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Unit 2 – Page 10
Giving Feedback
“You did a good job on the preoperation inspection of your machine. You
covered each step in the correct sequence. When should the sequence be
modified?”
Not, “We need to try that again.” Instead, say something like, “Let’s review
step 2, remembering to turn the switch to neutral, and then you can try 1, 2,
and 3 again.”
“It is important to place your hand here, in this position, to keep your elbow
out of the way when making a turn.”
Not, “You keep doing this wrong.” Instead, say something like, “What
problems could you have if you hold the throttle in while trying to shift
gears?”
Unit 2 – Page 11
Feedback Techniques
Praise
Clarifying
Boomerang Question
The skillful use of questions is important in giving feedback. It gives you the
opportunity to listen and forces the trainee to think through what they are
doing and why. Questions can help you guide the feedback session.
Effective coaches—
Unit 2 – Page 12
Informal Versus Formal Feedback
• Start and end with a positive statement. Put areas that need
improvement in the middle.
Unit 2 – Page 13
Communication Skills Summary
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Unit 2 – Page 14
Responsibilities
An OJT coach is part of a team. His or her supervisor, the supervisor of the
trainee, and the trainee will be involved in the process. Successful training takes
place when team members work together.
Unit 2 – Page 15
NOTES
_____________________________________________________________
Unit 2 – Page 16
Unit 3
Coaching Adults
Characteristics of Adult Learners
Goal- Self-
oriented directed
Problem- Experience-
centered based
Practical
Characteristics of
Coaching Strategies
Adult Learners
Practical Adults learn something in order to apply it. There must be a job-
related application for what is being learned. Explain how the
lesson content will be useful on the job.
Problem-centered Adults learn from real life examples. Show the trainee how new
knowledge and skills can be applied to solving work problems.
Unit 3 – Page 2
Adult Learners Activity
Based on the class discussion, write notes about how you would incorporate
these characteristics into your coaching.
Characteristics of
Coaching strategies
adult learners
Self-directed
Experience-
based
Practical
Problem-
centered
Goal-oriented
Unit 3 – Page 3
NOTES
_____________________________________________________________
Unit 3 – Page 4
Experience and Learning
Cone of Learning
10% of what
Reading
we read.
Developed and revised by Bruce Myland from materials by Edgar Dale. URL: http://php.indiana.
edu/~bobweb/Handout/cone.html
Unit 3 – Page 5
Effective Coaching
1. Clear goals
2. Valid content
3. Appropriate delivery methods
4. Authentic assessment
5. Remediation
Unit 3 – Page 6
Effective Coaching Activity
Write notes about how each step would be covered for a specific topic.
Components
Clear goals
Valid content
Appropriate
delivery method
Assessment
Remediation
Unit 3 – Page 7
NOTES
_____________________________________________________________
Unit 3 – Page 8
Effective Assessment
Perform Question
Demonstrate Answer
Describe
Assessment is key to the learning process and should be built into the program.
Simply put, assessment seeks to answer the questions of "How will you know if
your trainees have learned the task?" "How will you know if the learning goal
has been reached?"
The effective assessment wheel will aid this process. The wheel has five
components that reflect assessment questions.
Unit 3 – Page 9
Coaching Checklist
The checklist on the following pages is a job aid to use (1) as you are preparing
to coach, (2) while you are coaching, and (3) for self-evaluation after coaching.
The checklist summarizes the coaching steps and gives you tips for completing
each one successfully.
Unit 3 – Page 10
Coaching Checklist
Use this form as a guide when preparing to coach, while coaching, and/or for self-evaluation. Observers can also use the form when
evaluating a coach.
Step 1 –Focus: Establish rapport, communicate your expectations, and find out what the trainee can do
Share an overview of the job to Provide a copy of the module you and trainee
be taught will be using to guide training.
Unit 3 – Page 11
Coaching Checklist
Step 2 – Explain and demonstrate: Explain the steps of the job, explain why these steps are important, and demonstrate them
Explain why, when, and how each Be sure job steps make sense to trainee. Ask
step is important questions to check understanding.
Step 3 – Observe: Have trainee explain and demonstrate what coach presented in step 2
Unit 3 – Page 12
Coaching Checklist
Cycle through steps 2, 3 and 4 as needed to develop the expected performance and to ensure understanding before moving on.
Unit 3 – Page 13
Coaching Checklist
Step 5 – Assessment: Higher level of management or a predetermined evaluation team conduct formal evaluation. Local rules for this
evaluation should be followed.
If the process is not over, then move back to the appropriate level and resume with the proper step. If the training is over, do a self-
assessment to determine what you will do differently the next time.
Unit 3 – Page 14
Steps to Successful Coaching
1. Focus
o Establish rapport
o Communicate your expectations
o Find out what the trainee can do
THEN
3. Observe
o Trainee explains and demonstrates
what the coach presented in step 2
4. Feedback
o Coach and trainee discuss the
performance in step 3
Unit 3 – Page 15
NOTES
_____________________________________________________________
Unit 4 – Page 16
Unit 4
Preparing a Training Outline
NOTES
________________________________________________________________________
Unit 4 – Page 2
Preparing a Training Outline Activity
Scenario: Your neighbor is going to interview for a job in a city 800 miles
away. She is planning to drive to the interview. While talking about her
upcoming trip with her, you learn that she has never changed a tire and that she
wants to learn this skill before leaving home. You tell her you would be happy
to teach her the proper and safe way to change a tire.
A training outline is a set of instructions and considerations that help you teach
your neighbor.
The purpose of the training outline is to help YOU teach the task of changing a
tire.
Unit 4 – Page 3
NOTES
________________________________________________________________________
Unit 4 – Page 4
Preparing a Training Outline Activity
Part I - Job Steps
Brainstorm all the steps that might be involved in teaching your neighbor how
to change a tire. Don’t worry about the order of the steps.
Choose one of the group members to make a list of the steps that the group
identifies and one to present the list to the class.
List of steps:
Unit 4 – Page 5
Preparing a Training Outline Activity
Part II - Group and Order of Steps
Put the steps into a logical order that you think would make sense while
teaching this task.
Organize the list of steps into practical groups. For example, put together all the
steps needed to park the car.
Follow this example for organizing your steps. Use the form on the next page to
write up your groups and steps.
Each team will report their outline to the class. Teams may change their
outlines after the reports are given.
Unit 4 – Page 6
Preparing a Training Outline Activity
Job:
Group Job Steps and Substeps Coaching Considerations
NOTES
________________________________________________________________________
Unit 4 – Page 8
Preparing a Training Outline Activity
Part III - Important Considerations
Have the team examine each step to determine the considerations you need to
demonstrate or mention as you teach.
Unit 4 – Page 9
NOTES
_____________________________________________________________
Unit 4 – Page 10
Unit 5
Coaching Practice
NOTES
_____________________________________________________________
Unit 5 – Page 2
Practice Coaching Activity
Changing a tire is a skill. You can use the same system to teach any skill.
1. Each person should create a teaching outline for a couple of steps of their
job. Use the form on page 5.
2. In your team, take turns being coach, trainee, and observer. Remember to
use adult learning principles and the responsibilities of a coach covered
earlier in this training.
Discuss your coaching practice sessions when the trainer brings your class back
together.
Unit 5 – Page 3
NOTES
_____________________________________________________________
Unit 5 – Page 4
Practice Coaching Activity
Job:
Group Job Steps and Substeps Coaching Considerations
Unit 5 – Page 5
OJT Trainee Preassessment
3. Trainee needs the following training before starting this OJT program:
Unit 5 – Page 7
Unit 5 – Page 8
OJT Observer’s Form (page 1)
Use this form while observing an OJT session. Discuss it later with the coach.
Check the box if you see the coach exhibiting the behavior listed.
Box 1: Desire
Was prepared for the session
Taught tasks according to company standards
Checked for trainee understanding
Briefly note what you observed.
Box 2: Responsiveness
Patiently answered the trainee’s questions
Seemed to want this trainee to succeed
Asked questions to direct the learning process
Briefly note what you observed.
Box 3: Enthusiasm
Was positive about the job
Avoided negative comments
Briefly note what you observed.
Box 4: Humor
Kept his or her sense of humor
Shared stories about his or her experiences
Briefly note what you observed.
Unit 5 – Page 9
OJT Observer’s Form (page 2)
Check the box if you see the coach exhibiting the behavior listed.
Box 5: Sincerity/Honesty
Admitted that he or she didn’t know something
Seemed to care about the trainee
Briefly note what you observed.
Box 6: Flexibility
Matched the training to the ability of the trainee
Changed the teaching session to match some constraint
Briefly note what you observed.
Box 7: Tolerance
Was open to the opinions of the trainee
Seemed comfortable with the trainee
Briefly note what you observed.
Box 8: Commitment
Has improved since my last observation.
Briefly note what you observed.
Write one thing you think the coach should work on for future coaching sessions.
Write one thing you think the coach did well while coaching this trainee:
Unit 5 – Page 10
OJT Progress Review
__________________________________
Signature of coach
________________________________________________________________________
Notes on trainee’s progress:
Unit 5 – Page 11
Unit 5 – Page 12
OJT Trainee Feedback
Please answer the following questions when you have finished your OJT and give the form
to your supervisor. Your answers will help improve the OJT coaching program.
------------------------------------------------------------------------------------------------------------
1. Check the box that best reflects how often your coach did the things listed below.
My Coach:
Always Sometimes Never Doesn’t
apply
Checked to see if I understood
Answered my questions
Was patient with me
Let me know he or she wanted me to succeed
Was positive about the job
Was prepared to teach my OJT sessions
Had a sense of humor
Shared stories about his or her experiences
Listened to my concerns about the job
Explained things at a level I could understand
Seemed comfortable with me
Made me feel comfortable
2. Check all the statements that reflect what you think about your OJT experience.
3. List three important things you learned about the job or equipment during your OJT.
Unit 5 – Page 13
Unit 5 – Page 14
Coaching to Different Skill Levels Activity
The topic for this activity is the same job that you used in the Practice Coaching
activity. This time your instructor will play the role of different trainees having
various levels of expertise and experience.
Class members chosen to be coaches should use the OJT trainee preassessment
on the next page to determine how much experience he or she has with the job.
Unit 5 – Page 15
OJT Trainee Preassessment
Trainee needs the following training before starting this OJT program:
Unit 5 – Page 16
Unit 6
Wrap-up
Unit 6 – Page 1
NOTES
________________________________________________________________________
Unit 6 – Page 2
Review of the Day
Topic Page
Welcome and Introductions
What do you expect? ii
OJT coaching and preassessment iii
Unit 1: What Is a Coach?
Successful Coaching 1-3
Coaching Readiness Self-Assessment 1-5
Characteristics of a Good Coach 1-7
▪ WIIFM 1-11
Unit 2: Coach/Trainee Relationship
Establishing a Relationship 2-3
Effective Communication 2-5
o Listening Skills 2-7
o Asking Good Questions 2-8
o Giving Feedback 2-12
▪ Responsibilities 2-17
Unit 3: Coaching Adults
Characteristics of Adult Learners 3-2
Experience and Learning 3-5
Effective Coaching 3-6
Effective Assessment 3-9
Coaching Checklist 3-10
Steps to Successful Coaching 3-15
Unit 4: Preparing a Training Outline
Preparing a Training Outline Activity 4-3
o Job Steps 4-5
o Group and Order Steps 4-6
o Important Considerations 4-9
Unit 5: Coaching Practice
Practice Coaching Activity 5-3
o OJT Forms
• Trainee Preassessment 5-7
• Observer’s Form 5-9
• Progress Review 5-11
• Trainee Feedback Form 5-13
▪ Coaching to Different Skill Levels Activity
Unit 6 – Page 3
Coaching Support
This workshop was designed to help you assess and improve your coaching
skills. Completion of the workshop is just the beginning. You will need to
practice your coaching skills.
When you would like to talk with someone about coaching, contact—
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
When you would like to read more about coaching, find resources here.
_____________________________________________________________
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Unit 6 – Page 4
Preparation for On-the-Job Coaching Session
Job Aids
On the job, it is useful to have easily accessible sources for information. Job
aids can help trainees remember key points after they finish training.
The job aid above will remind you of key things to do before each coaching
session. Think about other information from this workshop that will help you
be a successful coach and then create job aids for yourself to use and share with
other coaches.
Unit 6 – Page 5
Your Next Steps
Being a successful coach takes commitment. List below the things you will do
to improve your coaching skills.
Unit 6 – Page 6
Coaching Readiness Self-Assessment
This form will help you determine your strengths and the things you can work on to improve
your success as a coach.
On the scales below, circle the number that reflects how difficult you think each task will be
for you. Circle 1 for "very challenging" and 6 for "very easy."
Challenging Easy
Box 1:
Prepare for each coaching session 1 2 3 4 5 6
Teach tasks according to company standards 1 2 3 4 5 6
Check for trainee understanding 1 2 3 4 5 6
Box 2:
Answer many questions from a trainee 1 2 3 4 5 6
Be interested in the success of a new trainee 1 2 3 4 5 6
Ask the trainee questions to direct the learning process 1 2 3 4 5 6
Box 3:
Show a trainee what I like about the job 1 2 3 4 5 6
Be excited about coaching 1 2 3 4 5 6
Avoid making negative comments 1 2 3 4 5 6
Box 4:
Laugh when training doesn’t go according to plan 1 2 3 4 5 6
Share stories about things I’ve learned the hard way 1 2 3 4 5 6
Box 5:
Admit to a trainee when I don’t know an answer 1 2 3 4 5 6
Address a trainee’s concerns about the job 1 2 3 4 5 6
Box 6:
Adapt lessons to the abilities of a trainee 1 2 3 4 5 6
Change coaching sessions to meet new constraints 1 2 3 4 5 6
Box 7:
Listen to trainee’s opinions about doing the job 1 2 3 4 5 6
Be open to negative comments 1 2 3 4 5 6
Work with a trainee who is not like me 1 2 3 4 5 6
Box 8:
Participate in training to improve my coaching skills 1 2 3 4 5 6
Use my supervisor’s reviews to improve my coaching skills 1 2 3 4 5 6
Take my position as a coach seriously 1 2 3 4 5 6
Unit 6 – Page 7
NOTES
________________________________________________________________________
Unit 6 – Page 8
Workshop Expectations
At the beginning of this workshop, you wrote down what you expected to learn
from this workshop, and your expectations were discussed with the class.
Unit 6 – Page 9
NOTES
________________________________________________________________________
Unit 6 – Page 10
Coaching Skills Workshop Evaluation
Please complete the following to help us monitor and improve the quality of training.
Years of mining experience: ____________ Have you conducted OJT before? Yes No
What was the most important thing you learned? Why was that important?
Unit 6 – Page 11
Unit 6 – Page 12
Appendix
Evaluation Forms
Evaluation Forms
These forms were given earlier in this workbook. The additional copies are provided
so they can be used in class or to make more copies without breaking up the
workbook.
The purpose of this form is to help the OJT coach assess his or her teaching strengths and
weaknesses. It can guide the coach in seeking training and/or resources for improvement.
Coaching Training Outline. Introduced in Unit 4, page 6 (also used in Unit 5, page 5).
This chart is designed to help organize a training outline and prepare training sessions before
they begin.
This checklist summarizes the coaching steps. It is to be used as a job aid (1) before training,
(2) while coaching, and (3) for self-evaluation after coaching.
OJT Trainee Preassessment. Introduced on page iii (also used in Unit 5, page 7).
This form is used to determine the trainee’s knowledge and skill level before training begins
and can be a guide to help tailor training to the specific trainee.
This form provides feedback to the trainer on an OJT session. The observer could be a
supervisor or another OJT coach.
This form provides feedback to the trainee. It can be completed by a supervisor or the OJT
coach. It can also be used as a sign-off form to document completion of training.
This form is be completed by the trainee to provide feedback to the OJT coach and the
program champion. The information can be used by the coach for self-improvement and by
the program champion to assess whether or not changes are needed in the program or its
implementation.
Coaching Readiness Self-Assessment
This form will help you determine your strengths and the things you can work on to improve
your success as a coach.
On the scales below, circle the number that reflects how difficult you think each task will
be for you. Circle 1 for "very challenging" and 6 for "very easy."
Challenging Easy
Box 1:
Prepare for each coaching session 1 2 3 4 5 6
Teach tasks according to company standards 1 2 3 4 5 6
Check for trainee understanding 1 2 3 4 5 6
Box 2:
Answer many questions from a trainee 1 2 3 4 5 6
Be interested in the success of a new trainee 1 2 3 4 5 6
Ask the trainee questions to direct the learning process 1 2 3 4 5 6
Box 3:
Show a trainee what I like about the job 1 2 3 4 5 6
Be excited about coaching 1 2 3 4 5 6
Avoid making negative comments 1 2 3 4 5 6
Box 4:
Laugh when training doesn’t go according to plan 1 2 3 4 5 6
Share stories about things I’ve learned the hard way 1 2 3 4 5 6
Box 5:
Admit to a trainee when I don’t know an answer 1 2 3 4 5 6
Address a trainee’s concerns about the job 1 2 3 4 5 6
Box 6:
Adapt lessons to the abilities of a trainee 1 2 3 4 5 6
Change coaching sessions to meet new constraints 1 2 3 4 5 6
Box 7:
Listen to trainee’s opinions about doing the job 1 2 3 4 5 6
Be open to negative comments 1 2 3 4 5 6
Work with a trainee who is not like me 1 2 3 4 5 6
Box 8:
Participate in training to improve my coaching skills 1 2 3 4 5 6
Use my supervisor’s reviews to improve my coaching skills 1 2 3 4 5 6
Take my position as a coach seriously 1 2 3 4 5 6
Coaching Training Outline (page _____)
Job:
Group Job Steps/Substeps Coaching Considerations
Coaching Training Outline (page _____)
Job:
Group Job Steps/Sub-Steps Coaching Considerations
Coaching Checklist
Use this form as a guide when preparing to coach, while coaching, and/or for self-evaluation. Observers can also use the form when
evaluating a coach.
Step 1 –Focus: Establish rapport, communicate your expectations, and find out what the trainee can do
Share an overview of the job to Provide a copy of the module you and trainee
be taught will be using to guide training.
Step 2 – Explain and demonstrate: Explain the steps of the job, explain why these steps are important, and demonstrate them
Explain why, when, and how each Be sure job steps make sense to trainee. Ask
step is important questions to check understanding.
Step 3 – Observe: Have trainee explain and demonstrate what coach presented in step 2
Cycle through steps 2, 3 and 4 as needed to develop the expected performance and to ensure understanding before moving on.
Coaching Checklist
Step 5 – Assessment: Higher level of management or a predetermined evaluation team conduct formal evaluation. Local rules for this
evaluation should be followed.
If the process is not over, then move back to the appropriate level and resume with the proper step. If the training is over, do a self-
assessment to determine what you will do differently the next time.
OJT Trainee Preassessment
Trainee needs the following training before starting this OJT program:
OJT Observer’s Form (page 1)
Use this form while observing an OJT session. Discuss it later with the coach.
Check the box if you see the coach exhibiting the behavior listed.
Box 1: Desire
Was prepared for the session
Taught tasks according to company standards
Checked for trainee understanding
Briefly note what you observed.
Box 2: Responsiveness
Patiently answered the trainee’s questions
Seemed to want this trainee to succeed
Asked questions to direct the learning process
Briefly note what you observed.
Box 3: Enthusiasm
Was positive about the job
Avoided negative comments
Briefly note what you observed.
Box 4: Humor
Kept his or her sense of humor
Shared stories about his or her experiences
Briefly note what you observed.
OJT Observer’s Form (page 2)
Check the box if you see the coach exhibiting the behavior listed.
Box 5: Sincerity/Honesty
Admitted that he or she didn’t know something
Seemed to care about the trainee
Briefly note what you observed.
Box 6: Flexibility
Matched the training to the ability of the trainee
Changed the teaching session to match some constraint
Briefly note what you observed.
Box 7: Tolerance
Was open to the opinions of the trainee
Seemed comfortable with the trainee
Briefly note what you observed.
Box 8: Commitment
Has improved since my last observation.
Briefly note what you observed.
Write one thing you think the coach should work on for future coaching sessions:
Write one thing you think the coach did well while coaching this trainee:
OJT Progress Review
__________________________________
Signature of coach
________________________________________________________________________
Notes on trainee’s progress
OJT Trainee Feedback
Subject of OJT _________________________________________________________
Please answer the following questions when you have finished your OJT and give the
form to your supervisor. Your answers will help improve the OJT coaching program.
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1. Check the box that best reflects how often your coach did the things listed below.
My Coach:
Always Sometimes Never Doesn’t
apply
Checked to see if I understood
Answered my questions
Was patient with me
Let me know he or she wanted me to succeed
Was positive about the job
Was prepared to teach my OJT sessions
Had a sense of humor
Shared stories about his or her experiences
Listened to my concerns about the job
Explained things at a level I could understand
Seemed comfortable with me
Made me feel comfortable
2. Check all the statements that reflect what you think about your OJT experience.
3. List three important things you learned about the job or equipment during your OJT.
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