The basics of on-the-job coaching are set out in many different “train the trainer” type programs.  An excellent example is “Workplace Coaching Skills” created by the Open Learning Agency in the Apprenticeship Branch at the B.C. Ministry of Skills, Training and Learning.  This program has been adopted in Alberta and several equivalent programs are available in other provinces.  SMARTHINC has adopted the “Workplace Coaching Skills” as a guideline for the Roofing Pre-apprenticeship program.

A summary of the main points is presented here.  If employers and their supervisors or team leaders wish to upgrade coaching skills in their work environment, this program can be made available to you.  There are six self-taught modules and a video.  It is recommended that each module would take three hours.

“Workplace Coaching Skills” breaks the essentials of on-the-job training into the following six modules and sub-components.(1)

1. Identifying the Point of the Lesson

Your role as a coach, the importance of learning objectives and the steps in coaching process.

 The role of the Coach:
• The skill expert
• The learning guide


 The six steps to learning:

• Identify the key point of the lesson
• Link the lesson
• Demonstrate the skill
• Provide practice
• Give feedback
• Assess the learner’s progress

What a learner needs from you, building the learners’ skills in a particular order, setting the pace for learning, and picking the right moment for a coaching session.
 

 What Learners Need:
• To see the value and the point of a lesson
• To understand
• To see and try
• Practice
• Feedback
• A sense of progress


Lesson Order:

• From simple to complex skills
• From the start to the finish of a task or job
• Building towards the learner’s main interest
• Choosing the lesson order


Focusing on the Learner’s Style:

• Visual
• Auditory
• Physical


Coaching Moments

Starting a lesson, explaining and demonstrating a skill, and getting the learner involved.
 

 Demonstration
• Explaining the context
• Active demonstration


 Hands on trial

 Recapping

Planning and guiding practice opportunities for the learner and giving the learner hands-on experience with a skill.
 

 Setting up for practice

 Types of practice

• Guided practice
• Limited practice
• Independent practice


 Recycling

Describing the learner’s behaviour to correct mistakes and reward accomplishments.
 

Value of feedback

Types of feedback

• Supportive feedback
• Corrective feedback


Feedback guidelines

Setting up challenges to determine skill levels and progress, and to plan further learning.

The value of assessing

Assessing skill level

Planning next steps

For further information, please call:
John Hill, Canadian Roofing Contractors’ Association (CRCA)    1-800-461-2722
Bob White, Canadian Council of Sheet Metal Workers & Roofers     1-866-684-7413

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1.  This material is taken from “Workplace Coaching Skills – Participants Manual” by Open Learning Agency, Apprenticeship Branch, Ministry of Skills, Training and Labour, Government of British Columbia.