coaching job skills

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Coaching Job Skills Week (10)

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Coaching Job Skills. Week (10). Introduction. It is the responsibility of the management to utilize available resources to train, qualify, and develop their employees. Morale, productivity, and professionalism will normally be high in those organizations that employ a sound OJT program. - PowerPoint PPT Presentation

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On job training

Coaching Job SkillsWeek (10)IntroductionIt is the responsibility of the management to utilize available resources to train, qualify, and develop their employees. Morale, productivity, and professionalism will normally be high in those organizations that employ a sound OJT program.

Overview of trainingOverview of trainingThe key to training small groups is preparation, planning and presentationskills. This module looks at all three and then at evaluation methods toimprove the three Ps.

Identifying training needsTo identify a training need you must determine the differences between what people actually do in a job(current performance) and what people should do in performing the job.(desired performance)Comparing between current performance and desired performance

Training ProcesscontinuedThere are many reasons why a training need might arise:Not know what to doKnow what to do but do not have the required skillHave the skills and knowledge but are not performing at the standard their organisation requiresNot care about work performanceWhy is it the best training method?On-the-job training (OJT) is one of the best training methods because it is planned, organized, and conducted at the employee's worksite. OJT will generally be the primary method used for broadening employee skills and increasing productivity. It is particularly appropriate for developing proficiency skills unique to an employee's job

Strategy for training process1. Dont take the need for employee training lightlyIf you do not offer your employees the training they need to perform their jobs safely, you can be held liable for negligence.The ability of your employees to undertake their jobs to their full abilities will ultimately benefit the bottom line of your businesscont.2. Define the training needBe alert as to the need for training within your organisation. For example: Be aware of any plans for expansion or changes in technology which might require new skillswithin the organisation. Identify any operating problems, the outcome of inadequate performance, which would becorrected by training. Use job analysis and performance appraisal to identify individual training needs.

cont3. Prepare yourself for the training sessionAlthough you may be completely familiar with all aspects of a given job, it is essential to makeadequate preparations before attempting to instruct others. For example, determine how much skill you want the trainees to acquire by what date; break the job down into its various components;isolate and write down the key points; have the right equipment and materials ready; and makesure the workplace is in order.

cont4. Prepare the traineesSome employees do not necessarily want to learn; others may even have a fear of learning.Hence, it is essential to put the trainees at ease and to foster an interest in the task by explainingthe purpose of the training, what is going to be done and how the trainees and the organisation willbenefit from it.

cont.5. Find out what the trainees already knowCheck on what the employees can already do you can then build upon that knowledge. Youdont want to waste time teaching employees something they already know, but you cannot alwaysassume that they really know what they say they know.

cont.6. Present the task step by stepExplain how, and wherever possible, demonstrate what has to be done and how. Instruct clearly,completely and patiently. Pace your instruction carefully one step at a time, and move on to thenext step when you are sure each employee has absorbed what has been taught. Emphasise thekey points. Encourage questions if something is not understood.

cont.7. Check for understandingHaving explained the task, let the trainees demonstrate the job to you, explaining each key point inturn. This is important. Unless they can tell you the key points as they proceed, you can never besure they have grasped the message. If no errors are made fine. If an error is made, interruptimmediately and patiently go over that point. Continue in this way until you are sure theemployees have mastered the entire process.

cont.8. Have the trainees practice the skillPractice will help to consolidate newly acquired skills. Under supervision, get the employees topractice each stage until the required standards of speed and accuracy are achieved. Aprogressive approach should be used. That is, when any two successive stages can be doneseparately at the required standard, have the employees practice them jointly until the desiredstandard for both steps is reached. Then the third step can be added, then the fourth, etc until theentire task is mastered.

cont.9. Put the trainees to workWhen you feel sure that the employees have mastered the skills, put them to work on their own.Designate to whom they go for help if required. Check progress frequently, particularly in the earlystages. Retrain wherever necessary and be friendly and encouraging in your manner. As theemployees become more confident, the need for coaching should diminish and finally thenecessity to follow up on this task should cease completely.

What makes an effective trainer?An effective trainer encourages learning and creates an environment that facilitates learning. The first step in conducting any type of training is to develop a sense of mutual trust and respect.

Effective trainers:

Effective trainers: Know their subject Draw upon learners experience Inform learners of expectations Prepare the session carefully Develop learning materials to encourage learner participation Sequence information logically Can show how to transfer learning for use in other situations

cont Are well organised and give clear presentations. They structure materials and the training so it is easy to follow and makes sense.Are effective communicators Use humour in learning Provide opportunities for practice Give and receive appropriate feedback Can motivate learners through a combination of methods,resources and activities Check for understanding Check learners needs have been met

Training Methodsthere are a few different types of training methods:DemonstrationsRole PlaysDiscussionsCase studyField tripsAssignment, projectwork based learning

The introduction to the training sessionsWhen planning training session, use the following example to help with your introduction;InterestHow will you create interest?NeedWhy do they need to know?TopicWhat will the session be about?RangeWhat will you be covering?OutcomesWhat will they achieve?AssessmentHow will they be assessed?The body of your training sessionThe trainer presents or demonstrates the new skills or information.Participants ( trainees) apply or use the new skills and information in an appropriate activity.The trainer summarizes the main pointsThe trainer asks questions to check that participants understand the new skillsThe trainer observes the participants to check that they can use the new skills.The conclusion to your training sessionsAt the end of the session we sign OFFO OutcomesF FeedbackFFutureOutcomes: Review the session outcomes and find out if they been achieved.Feedback : this a two way process, and starts giving feedback to participants individually and as a group.future: Suggest how todays learning links into future career options.

Structuring the sessionTo help you plan a good introduction-G Get he learners attention, interest and involvementL Link with things the learner may already have experienced.O Outcomes of the sessionS Structure of the sessionS Stimulate motivation

LearningThereare three main styles of learning. Many people prefer only one learning style, but in different situations will use a combination of styles. The threestyles are: Visual Auditory Kinesthetic.

Visual LearnersVisualThese learners like reading, television and looking at maps, plans, cartoons, and photos. The training words, see, appear, picture, make clear, over view appeal to them. They probably have strong spelling and writing skills, may not talk much, and dislike listening for lengthy periods. In training, use: Posters, charts and graphs Visual displays Variety of colours and shape Booklets, brochures and handouts.

Auditory

AuditoryAuditory learners learn by listening. They love to talk, are attracted to sound and distracted by noise, and prefer to hear things, rather then read them. In training, use: Question and answers Lectures and stories Audio tapes Discussion pairs or groups Variety in tone, rate, pitch and volume

KinestheticKinestheticThese learners learn by doing. They move around a lot, tap pens and/or shift in their seat. They want lots of breaks, enjoy games and dont really like reading. They remember best by practice. In training use: Team activities Hands-on experience Role plays Note taking Emotional discussions.Use a variety of the techniques listed above to ensure you cater for all

Principles of adult learningPrinciples of adult learningWe can summarise the principles of adult learning by using the followingacronym:MAPFORMM meaningful material must be usedA ctive participation should be encouragedP rimacy and recentcypeople best remember the first and last things learntF eedback is essentialO pportunity for practice must be given to learnersR ewards can be tangible or intangibleM ulti-sensory learning should be used