FOUR STEPS TO EXEMPLARY ON-THE-JOB TRAINING

On-the-job training is how leaders and peers ensure that employees new to a task develop the skills they need to be successful. But good on-the-job training must be well done. In our last three editions we explored the first three steps of exemplary on-the-job training. This month we'll consider the fourth and final step: COACHING

The fourth step in the on-the-job training process - COACHING - ensures that the learner is able to perform the task on an on-going basis. Coaching by the trainer, whether peer, supervisor or manager, occurs both in the training environment and back on the job. Here are the basics of Step 4 - COACHING.

1. Ask assessment questions - To determine what the learner knows, ask assessment questions. These are typically open-ended questions focused on key learning points. They should be challenging, but answerable. Try using questions that start with the words "how," "what," or "describe." For example,
   • How do we respond when a customer asks something we don't know?
   • What are the first three steps in cleaning this machine?
   • Describe some ways that you can maintain the learner's self-esteem.
2. Observe processes or products - Another way to identify what and how much the learner knows and can do is to observe either the process performed or the product produced. Does it meet quality, quantity or service standards? Was it completed in a timely manner? Was it completed within budget?
3. Give timely feedback - Based on the information you have gathered from the assessment questions and observations, you can determine what feedback to provide. Learners need feedback to repeat effective behaviors and to change less-than-effective behaviors. Imagine learning to play golf or play a card game without any feedback whatsoever. Your success would be hit-or-miss, and we can't afford hit-or-miss in our business units. Feedback provides the focus for on-going learning.

Quality feedback will be:

• Timely - Feedback should occur as close in time as possible to the original performance to increase its impact and usefulness.
• Regular - Feedback should occur periodically, more often in the beginning of the learner's performance of a new task and less often as competence is demonstrated.
• Specific - Effective feedback is specific. Positive feedback describes what was said or done and why it was effective. Feedback for improvement describes what was said or done, offers an alternative, and states why the alternative is more effective.
• Balanced - Effective feedback is not all positive or all negative. Rather, the most valuable feedback balances positive feedback with feedback for improvement.

As a manager, supervisor or peer with on-the-job training responsibility, your effectiveness depends not just on how well you conduct the first three steps of the training process, but on how well you conduct the immediate and on-going coaching step.

Questions or ideas about on-the-job training? E-mail us at info@northstarconsulting.com
          - The Northstar Team