Working with others and in teams 3 Coach colleagues in a manner that builds effective working relationships mathematical ideas and techniques 0 Solving problems 3 Deal with communication breakdowns; identify and address barriers to effective participation in coaching session, including those that relate to diversity Using technology 0
Slide Slide No Trainer Notes Trainer explains to trainees that this sample coaching plan is a different approach highlighting it is an alternative way of achieving the same thing and, as such, is an option they might consider when working out which approach best suits their individual style. Trainer indicates: It is simply another pro forma for a session/training plan – this model/approach sees any training session as comprising 3 parts similar to an aircraft trip: An Introduction (the ‘Take-Off’) A Body (the ‘Flight’) A Conclusion (the ‘Landing’). Class Activity – Handout Trainer distributes sample blank copy of second sample coaching plan (refer Trainee Manual), explaining as indicated on slides. Trainer reminds trainees they need to prepare a Coaching Plan as part of Work project 1.1 (which forms the basis of Work Project 2.1 and 3.1). Slide Slide No Trainer Notes Trainer shows trainees in this model the ‘Introduction’ could follow the GLOSS or the INTRO mnemonic: GLOSS: This stands for: G – Get attention, create interest and involvement L – Link to previous training/experience O – Outcomes of the session (the Objectives) S – Structure of the session – identifying timing, activities, coaching methods to be used, locations S – Stimulate motivation - how training will help work, be enthusiastic.
Being timely so the person being coached can use the feedback to guide practice Being linked to a clear statement of orderly progression of learning so the person being coached has a clear indication of how to improve their performance – providing a developmental approach for achievement of a certain skills set Being specific to the learning outcomes of the coaching session so assessment is clearly linked to learning Guiding people to become independent learners and their own critics Verbal and non-verbal elements. Feedback may be verbal and/or non-verbal in nature (see following slides). Slide Slide No Trainer Notes Trainer presents some practical advice for trainees when giving verbal feedback: Keep it – if it is ‘too long’ it sounds false Keep it relevant – it must relate to the task or the effort made Keep it genuine – be sincere in what is said Make sure it is warranted – make sure feedback is appropriate Be honest – avoid saying “This is child’s play” just in case the learner has difficulty learning it Use a ‘positive-negative-positive’ sandwich when delivering negative feedback: Begin the feedback by mentioning something the learner is doing well, follow it with the negative feedback, and then finish the communication on a positive note by making reference to something else which is positive This approach still gets the negative message across but is sensitive because it allows the learner to know their other good work or effort has been noticed. Class Activity – Positive-Negative-Positive Feedback Sandwich Trainer gives trainees two examples of using the ‘positive-negative-positive’ sandwich technique to provide negative feedback to a learner. Trainer then asks trainees to: Identify and describe a coaching situation where there is need to give the learner negative feedback Generate a ‘positive-negative-positive’ sandwich suitable for use in this situation Share their work with the class. Trainer provides feedback as appropriate.