PEOPLE SKILLS. Coaching on the Job. Coaching on the Job Session Objectives. The Five Steps to Coaching on the Job

Coaching on the Job – Session Objectives This package teaches a five step method for coaching on the job that dramatically increases the success of a...
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Coaching on the Job – Session Objectives

This package teaches a five step method for coaching on the job that dramatically increases the success of any coaching session.

By the end of the training session, participants will:

The five steps are as follows:

. Be able to list and describe the five steps to effective coaching on the job.

1. Determine the Need

2. Have critically analysed and suggested improvement to three on the job coaching sessions.

To start, the coach will have to make sure that a need for coaching exists. The three most common situations that indicate a need for coaching are:

3. Have identified at least three specific things they can do to improve how they coach others on the job.

. The New Employee Starting off in a new job requires new skills and knowledge. 2. Observing Performance

The Five Steps to Coaching on the Job

When the performance of an employee is not up to scratch, and this is observed by a supervisor or team leader, coaching is often required to solve the problem.

As jobs change to meet new market requirements, people need to learn new skills. Training can be delivered via a number of methods such as formal classroom training, computer-based training … and on the job coaching.

3. Ask the Person Finally, the employee can be consulted or asked about any difficulties or problems they are experiencing on the job.

The people who conduct coaching include supervisors and managers, but also people in other roles – fellow team members, technical experts, mentors and consultants.

Once a need for coaching has been determined, the coaching session can start. The following four steps describe the actual coaching session itself.

Having expertise doesn’t necessarily mean knowing how to pass on that expertise to someone else. That is why it is important to learn how to teach, train and coach. © Ash Quarry Productions 2006


Coaching on the Job

Distributed by Gower Publishing

COACHING ON THE JOB 2. Explain When coaching someone to do a task, a coach must start by explaining the task. This involves describing in a clear, logical way, each major step of the task, along with details of how to do each step quickly, easily and safely.

Also, frequently asking them if they are following what is being said is a good way of checking.

Often the two steps of explaining and demonstrating can be done at the same time.

It can help to prepare for this step of coaching by analysing the task to be taught. Doing a ‘task breakdown’ involves identifying the major steps of the task and writing them down on a piece of paper in the left hand column. In the right hand column for each step list the key points – suggestions or tips on how to do each major step quickly, easily and safely.

4. Practice

Unfortunately, many people who coach others on the job only explain the task. Some go on to then demonstrate it, and then end there. Too many coaches do not continue the coaching session by getting the employee to practice the task.

Task Major step


It is also important to watch the person being coached to see any signs that they are not understanding or are confused.

The coach should aim to get the employee to do the task or activity with no assistance or prompting under the same conditions as they will have to do it on the job.

Key points


5. Feedback


Both during and after the practice step the coach should give the employee specific feedback of what they have done well (positive feedback), and not so well (negative feedback).


If the employee has managed to complete the task successfully the coach should tell them (give positive feedback), and the coaching session can end there. If the employee has not successfully completed the task themselves, constructive negative feedback should be given and they should have another practice go at doing the task.

3. Demonstrate After explaining the task, a coach should demonstrate how to do it. It is important to demonstrate it in exactly the way it is meant to be done, with all the equipment or other resources that are necessary.

© Ash Quarry Productions 2006

Going back to the practice step and even to the demonstration step, may be necessary to ensure the employee knows how to do the task and can satisfactorily demonstrate it in a practice go.

Distributed by Gower Publishing


2 Explain

5 Feedback

3 Demonstrate


1 Determine the Need

4 Practice

the five steps to coaching on the job

© Ash Quarry Productions 2006

Distributed by Gower Publishing

COACHING ON THE JOB situations. After each case study, the film will be paused so that the coaching session can be analysed in the light of the five-step model.

The film Coaching on the Job is 16 minutes long.

Screen the first part of the film describing the five step model as well as the first case study (Gabby coaching Helen on the computer). Pause the film at the ‘Optional Pause and Discuss’ graphic.

After an introduction to the five-step coaching model, the film presents three case studies showing typical coaching situations. After each case study, the film can be paused for analysis and discussion.


Coaching on the Job – Film Description

Using the Coaching on the Job Observer Sheet (the trainer will need to have made sufficient copies of this by photocopying the original on page 5) participants should jot down their comments of how Gabby, the coach, went. This can be done during the film or immediately afterwards.

Psychologist and presenter, Peter Quarry, then gives his comments about how the coach in each case study went – what he/she did well and could have done better. The three case studies are:

The entire group should then discuss their comments.

. Gabby coaches Helen on how to access client information from the computer.

Resume playing the film to then hear what Peter Quarry’s comments are.

2. Steve coaches Michelle on how to stack shelves at the supermarket.

This screening/discussion sequence should take approximately 15–20 minutes.

3. Bill coaches Heather on how to make a cold sales call.

Repeat the screening/discussion sequence as above for the next two case studies in the film. (Steve coaching Michelle at the supermarket and Bill coaching Heather on making a sales call.)

Coaching on the Job – Session Plan – 2 hours 1. Introduction – 10 minutes

3. Practice Role-Plays – 35 minutes

Explain the Coaching on the Job training session objectives (see page 1). Ask participants what sort of coaching they do currently and how they find it (like it?/ dislike it?/find it easy?/difficult? etc).

Get participants to practise their coaching skills by doing short practice role-plays. They can practise a simple coaching activity on each other. Use the Observer Sheet to evaluate each participant’s performance and to suggest improvement.

2. Screen Film and Discuss – 65 minutes

4. Back to Work – 10 minutes

Introduce the film Coaching on the Job by explaining that it describes the five steps to successful coaching. The film also gives three case studies of typical coaching

Ask participants to identify and write down at least three things learned in this training session, which they will be able to do when they go back to work to improve how they coach on the job.

© Ash Quarry Productions 2006

Distributed by Gower Publishing


Handout 1 Instructions: As you watch each coaching session, or immediately after it, tick and write down things you think the coach did well, and things the coach could have done better. Try and be specific. Write down examples of what they did. This helps to give clear, detailed feedback to the coach. Name of coach: ...................................................... coaching steps

things coach did well

things coach could have done better

1. Determining need •

New employee?

Performance observed?

Ask them?

Was need clearly determined?


Coaching on the Job Observer Sheet

2. Explain •

Was explanation logical and clear?

Were hints given on how to do the task quicker?

More efficiently?

More safely?

Did coach check that employee did understand?

3. Demonstrate •

Did coach demonstrate task?

Was demonstration correct?

Did coach check if employee did understand?

4. Practise •

Did coach get employee to practise the task?

5. Feedback •

Did coach give positive and negative feedback to the employee?

If the employee could not do the task perfectly, did the coach ��������� go back to step 4?

If coach went back 1 or 2 steps, did he or she repeat this step?

© Ash Quarry Productions 2006

Distributed by Gower Publishing