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#### 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).

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*.

**Coaching Program Objective:**The workshop participant will be able to coach an employee during training.  Success will be measured by management acceptance or approval of the OJT progress review as signed by the coach.  The review stipulates that the employee is ready for duty.

**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

· 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.

· 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.

· 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.

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.

**Pre-class 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 (pre-class reading, workbook, extra forms for activities, slides)

· Participants notified of date, time, and location of workshop 

· Pre-class 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

**Field Test Results**

**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 Microsoft Power Point 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.  

**Workshop Evaluation Form Responses**

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.

1. How **relevant** was the training for you?

2. How **easy** was the training to follow?

3. How would you describe the **quality** of the training materials?

4. How do you rate the **delivery** of the training?

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.

Suggested key points for manager’s introduction:

Good Morning!  Welcome to company name Coaching Skills Workshop

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.

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 

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.

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 us achieve high levels of performance. I think you will find this workshop both rewarding and enjoyable as you are coached into becoming an effective coach.

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.� NOTEREF _Ref75250758 \f  \* MERGEFORMAT �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.

� Mention of specific products or manufacturers does not constitute endorsement by the National Institute for Occupational Safety and Health.

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