LO 2 COACHING COLLEAGUES

2.1 Coaching purpose

In order to run an effective coaching session, you must determine why the session is
being run and what the expected outcomes of the session will be. All coaching sessions
therefore should have a specific objective that is identified and communicated to those
being coached.

"An objective is a statement that determines what the employee/s will be expected to achieve by
the end of the coaching session. Objectives should contain three important elements"
(G. Kroenhert, 1995 )

which is the task the employee will be able to do on completion of

Performance:
the coaching session.
which is the way in which they will learn to do the task, including
Condition: the equipment they may use and the place or situation they will be
in when learning the task.
which is how well the employees will be able to do the task on
Criteria:
completion

2.1.1 Objective

A Specific Objective like this ensures that all participants and the
coach are aware from the beginning of the coaching session what
is expected. It allows the coach to accurately and consistently
assess all participants, and gives the participants a clear idea of
what they will be learning and what is expected of them.

Objectives give the coaching session a starting and finishing

point and a focus for the work undertaken within the session. The
session is then structured around the learning outcome with all
activities focusing on the task to be accomplished.

Objectives also allow for evaluating future coaching needs

because they specifically state what was taught, how and why so
that future coaching sessions will not overlap, but rather add to previous coaching
material.
2.2 Coaching session

Having prepared for running a coaching/ training session the session itself must now be
structured.

By writing up a plan for the session the coach can be sure that they cover all the necessary
material, in the correct sequence, while maintaining interest and keeping within a specific
time period. It is important that the session is structured in this way so that participants
see the session as having some purpose and value for them. This means they can follow
what is happening throughout the session and so that time the time is not wasted for the
participant/s or the coach.

The coaching session should consist of the following elements.

1. The introduction - this is where the coach introduces themselves, if necessary,

states the objective for the session and runs through what will be happening over
the course of the session.
2. The body - this is the main section of the session where the task to be mastered is
broken down and demonstrated to the participant/s and where they are assessed
on their ability to complete the task to the standard specified.
3. The conclusion - this is where the session is wrapped up, by restating the
objective, congratulating the participant/s and tying the session back to operating
within the workplace. It is important to reinforce the task at this stage to ensure
that the participant/s remember it in the future.

A written plan can be used by the coach to follow during the session as well as to refer to
before and after the session to check all elements have been covered effectively. A written
session plan may look like this

Materials
Content Activity Timing
Required
Introduction
- introduce self Overhead
Lecture 5 minutes
- state session projector
objective.
Body
Equipment &
- steps of task Demonstration 10 minutes
Instructions
broken down
Question & Written
Conclusion 10 minutes
Answer Questions
2.2.1 Task breakdown

When designing a coaching session the task to be taught should

be broken down into small steps. This allows the participants to
master each element of the task before moving on. It also allows
the coach to ensure that all the steps are covered and in the
correct sequence. This is vital because it is the initial
demonstration of the task that will be remembered by the
trainee.

If the task is shown to the participant in the wrong sequence to

begin with and then corrected, the participant is likely to do the
task in the way they were first shown, which was wrong, or
become so confused that they are now unsure which is correct.

2.3 Demonstration

In order for an employee to learn a task in a way that they can master it and retain what
they have learnt to be useful in the work environment:

 The task should be demonstrated in a way that shows the employee how to do the
task, checks that they understand each step and that
 Allows them to practice and
 Ask questions.

The steps of the demonstration can be remembered by this poem:

 I DO IT NORMAL
 I DO IT SLOW
 YOU DO IT WITH ME
 THEN OFF YOU GO

Having checked your answers above you can see how a structured demonstration ensures that
the employee being coached has the opportunity to fully understand, visualize, and become
involved in learning how to complete the set task. This process makes the trainee confident in
their ability to complete the task in a secure environment

2.4 Background knowledge

Background knowledge is additional information required to complete a task effectively

and to understand why the task is performed in this way. Background knowledge may
entail; health and safety issues, equipment use or operation, work processes, and
economics.

An example of necessary background information would be, when teaching someone to

cut vegetables, that it is important that they remember to keep their fingers away from
the blade of a knife because it is sharp. Another example may be when teaching someone
food preparation, that is important to wash their hands before touching the food.

To establish the background information that may be required to perform a task, imagine
yourself learning this task for the first time.

 What information would you need or like to know about the task and how and
why it is done?

 What safety aspects of the task might be important or what other tasks or
processes are related to the completion of this task or to the final product
produced?

2.5 Check understanding

When a task has been taught the employees understanding of the task and its accurate
completion and mastery should always be checked. If the coach neglects to undertake
this checking process neither they nor the participant can be sure that the task can be
undertaken in the workplace successfully.

In order to check understanding and mastery the coach may do one or more of the
following, visually test the participant on completing the task alone, have the participant
undertake a written test, set an assignment for the participant or use questions to gauge
understanding.

A visual check in most cases would be necessary either in isolation or in combination

with one of the other forms of assessment.

Having assessed the participant both they and the coach will have a clear idea of how
well they were able to comprehend and master the specific task, and will have an idea
about how well the employee will cope undertaking the task in the workplace.

2.6 Provide feedback

Feedback for the person being coached is a very important element of a coaching session
because it is feedback which allows the participant to determine how well they
understand what they are being taught. Feedback should encourage the participant to
continue trying and practicing.
 Feedback can be given in the following ways:
 Body language e.g. Nodding, facial expressions, smiling. ·
 Brief comments e.g. 'Yes', 'no' 'try again'.
 Self-reflecting questions e.g. 'How do you think you are going?', 'How do you feel?'
 Extended comments e.g. 'You are doing ______ really well but maybe you could…'
 Test or assessment results.