KEYS to On the Job TRAINING and COACHING

Transcription

1 2 nd Theme: Knowing When to Do What KEYS to On the Job TRAINING and COACHING AGENDA On the Job Training 1. Key Steps in On the Job Training 2. Prepare for Training Coaching 3. Knowledge, Skills and Talents 4. Making a Request using OFNR + Try-out Card + Self Assessment for Training and Coaching Reading: Heathfiel, S.M. (n.d.). What Great Managers Do Differently. Retrieved from Leatherman, R.W. (1997). One to One Training, Adapted by Mary Hoddy References: Buckingham, M., & Coffman, C. (1999). First Break All the Rules. New York: Simon & Schuster. Buckingham, M., & Clifton, D. (2001). Now Discover Your Strengths. New York: Simon & Schuster. Blanchard, K., Zigarmi, P., Zigarmi, D. (1985). Leadership and the One Minute Manager. New York: William Morrow and Company. Cottrell, D. (2002). The Manager's Coaching Handbook. Dallas, TX: Cornerstone Leadership Institute. Cottrell, D. (2002). Monday Morning Leadership: Eight Mentoring Sessions You Can't Afford to Miss. Dallas, TX: Cornerstone Leadership Institute. Whitmore, J. (2002). Coaching for Performance. London: Nicholas Brealey. 0

2 On the Job Training 1. Key Steps in On the Job Training Review the box below, with summarizes the article, One-to-one Training. Steps in Effective On the Job Training 1. Prepare for the training Update Position Description Write step-by-step analysis of task Write Training Plan 2. Ask questions to determine trainee s experience 3. Tell the trainee about the task 4. Show the trainee how the task is done 5. Encourage the trainee to do the task 6. Follow up to insure that the trainee can do the task 2. Prepare for Training The Most Common Missing Step Position Description = Broad Overview of Tasks Review sample Position Description, page 8 of Job Aids packet Task Analysis = Detail of HOW to do a task YOUR TURN Review sample Task Analysis page 9 of Job Aids packet. Write a Task Analysis for someone you supervise or for your own job on page 10. Share your Task Analyses with your partner. Give each other feedback as a beginner on how well you understand the directions and the language. Training Plan or Checklist = Document WHO is trained to do WHAT Review the sample Training Checklist on page 12 of Job Aids packet. At your table, describe what you ve found makes on the job training successful or ideas that you got from this week s readings. o o o We ll share your strategies. 1

3 3. Knowledge, Skills and Talents Read the box below. What questions do you have? Great managers know that there is no point in wishing that folks were fundamentally different from what they are. They know that skills, knowledge and talents are different elements of a person s performance. The distinction among the three is that skills and knowledge can be taught, whereas talents cannot. So what can managers do? 1. Help staff learn new skills and new knowledge. Knowledge is simply what you are aware of either facts you have learned or experiences you have had. Managers can help staff capitalize on experiences by reflecting with staff on what they have learned and how they can apply new knowledge to their jobs. Skills are the actions or what we DO with knowledge. For example, computer skills are essential for many of our positions. The best way to learn a skill is to practice. 2. Help staff discover their hidden talents. Buckingham describes talents are reoccurring patterns of thought, feeling, or behavior. You can also think of them as natural gifts. The best managers are adept at spotting a glimpse of a talent in someone and then finding a way to develop it. Adapted by Mary Hoddy from Marcus Buckingham and Curt Coffman, First, Break All the Rules Write some of your Knowledge, Skills, and Talents on the chart below. Example: A cashier needs to Knowledge Skills Talents Know correct procedures & rules Strike correct keys without looking Have precision under stress Share your Knowledge, Skills and Talents with a partner. Can you add to your partner s chart? 2

4 3. Knowledge, Skills and Talents continued Applying Knowledge, Skills and Talents to Interviewing Turn to Job Aids page 9 and review Interview Questions using Knowledge, Skills and Talents. Behavioral Interviewing: The best predictor of future behavior is past behavior Step One: Decide what Knowledge, Skills and talents you are looking for. Examples for the facilitator s position: Knowledge: Understanding of principles of adult education Skill: Presentation skills Talent: Taking initiative, working independently, creativity Step Two: Write a question that asks the interviewee to describe their understanding of knowledge, or a time when they demonstrated a skill or talent. Examples: Knowledge: Describe three principles of adult education that you believe are the most important and give examples of how you apply them in the classroom. Skill: At the end of this interview, you will present a 20 minute presentation on a topic of your choice. Please bring your facilitator plan which includes the objectives and outline of the presentation. If you would like AV, please let us know 48 hours in advance. Talent: Describe a time when you had to taking initiative to get a project completed. What challenges did you have and how did you resolve them? YOUR TURN Individually, write three behavioral interview questions for a position you need to interview for, or for your own position. Knowledge: Skill: Talent: 3

5 4. Making a Request using OFNR Read the box on Observations, Feelings, Needs and Requests. What questions do you have? Giving Feedback Using Observations, Feelings, Needs, and Requests Based on the work of Marshal Rosenberg, author of Nonviolent Communication: A Language of Life Observations Clearly state what you see, hear, touch, feel, smell, taste, etc. Be specific as to time and context. When and where did this occur? What were the exact words said? Or what exactly did you see? Separate your observation from any evaluation or judgment. Ask yourself, Could a video camera see my observation? Feelings Needs Requests Express feelings, rather than thoughts disguised as feelings. I feel embarrassed. rather than I feel like an idiot. Find feelings that you can own, rather than what someone is doing to you. I was irritated because I need to contribute. rather than I felt manipulated.. Beware of words that label or blame yourself. I m discouraged because I want to contribute. Instead of I feel incompetent around him. Take responsibility for your feelings. No one makes you mad or bored. o Denying responsibility: He made me so mad when he was late. o Taking responsibility: I was annoyed/irritated/angry when you came 15 minutes late without calling. When we identify needs instead of blaming ourselves or others, we can start building positive relationships. Needs are universal, common to all cultures, genders, races and countries. Differentiate between Strategies and Needs o Strategy: I need a car. o Need: I need efficiency and ease to get to work o Strategy: I need a new computer o Need: I need dependability and security to work efficiency After we observe and identify feelings/needs, make clear request. The clearer we are about what we want, the more likely it is that we ll get it. Ask yourself What is my intention in making this request? Use specific language. Can you be more considerate? becomes Are you willing to call us if you are going to be more than 5 minutes late? Frame requests in the positive (it s hard to do a don t ) Use a time frame where possible. Are you able to get that report to me by 5PM today? There are two types of requests: 1. Action Request: A specific do-able action. 2. Connection Request: Invites more dialogue. Would you be willing to tell me what you heard me say? 4

6 4. Making a Request Using OFNR continued UW Sometimes and Aspiring Supervisor Series Steps for Giving Feedback 1. Make an observation I noticed that you came in 10 minutes late today. Clearly state what you see Be specific as per time and context Eliminate evaluations and judgments Pause. Give chance to hear what happened. Offer empathetic listening to make sure you understand. 2. Describe how you felt Take responsibility for your feelings I was frustrated. 3. Your needs / or what happed because of the behavior (the consequences) because I covered the front desk until you came and I need to be efficient in getting my work done Are you choosing to connect or disconnect? (internal dialogue) Might say. because I covered the front desk until you arrived. I depend on you to serve our customers during our open office hours. Pause again. Offer empathetic listening again if appropriate. 4. Check for clarity What do you understand I m saying? What do you understand our procedure is..? 5. Make a request. People always have a choice Ensure that consequences of their choices are clear YOUR TURN Would you be willing to come at from now on? Would you be willing to call me if something comes up and you ll be more than 5 minutes late? Drafting Feedback for Someone I Work With 1. Make an observation I noticed Pause. Give chance to hear what happened. Offer empathetic listening to make sure you understand. 2. Describe how you felt I was 3. Your needs / or what happed because of the behavior (the consequences) because Pause again. Offer empathetic listening again if appropriate. 4. Check for clarity What do you understand I m saying? 5. Make a request. Would you be willing Are you able to In the same pairs, Take turns offering your feedback to each other: React as if you were really in this situation. 5

7 Take Home Worksheet. Self-Assessment for Training and Coaching Individually,» Put yourself in the shoes of your staff members. Rate yourself 1-5 as your employees would if they were rating you on these activities.» Then select 3 or 4 areas to improve. (The results of this assessment are for your use only) 1=Never 2=Rarely 3=Sometimes 4=Usually 5=Always Rating I could do even better 1 My boss gets out of his or her office, and spends time with us at our work sites. 2 My boss thinks and speaks positively and has a good attitude. 3 My boss shares information with us. 4 I can talk to my boss when I need to, and s/he really listens. 5 I get individualized attention from my boss. 6 My boss really knows my strengths. 7 My work is structured such that I get to do the things I m good at. 8 If I really need help, my boss will get involved with my work. 9 My boss stays out of my way when it s appropriate. 10 My boss is a good role model and acts as s/he expects me to act. 11 My boss is a patient explainer. 12 My boss lets me know what I ve done wrong. 13 I don t get punished for mistakes. 14 I m encouraged to analyze my mistakes and to learn from them. 15 My boss lets me know when I ve done something right. 16 We celebrate successes, even the small ones. Coaching is unlocking people s potential to maximize their own performance. It is helping them to learn rather than teaching them. Coaching for Top Performance, John Whitmore Adapted from American Management Association 6