A Lesson Plan for Coaching Sessions: Facilitator Guide
Format Panduan Coaching untuk Fasilitator
A. Deskripsi Kegiatan Coaching – Versi Ringkas sebagai Main Activities
Deskripsi kegiatan Coaching menjelaskan karakteristik kegiatan secara garis besar. Profil kegiatan
dan masalah spesifik Coaching diuraikan dengan singkat di sini menurut butir-butir berikut:
1. Topik atau Tema: Berisi nama atau judul yang sesuai dengan jenis kegiatan atau bidang
pembahasan/matakuliah dan Kode Identitas Kegiatan
2. Maksud: Atau disebut juga Purposes menjelaskan alasan-alasan mengapa topik atau tema
tertentu ditetapkan dalam kegiatan atau kuliah tersebut. Status
permasalahan sampai tahap Coaching saat ini digambarkan di sini menurut
kondisi, kinerja, dan standar penyelesaian tertentu. Rumusan maksud atau
Purposes disusun ringkas (maksimal dua paragrap dan masing-masing
paragrap berisi tiga atau empat kalimat pendek).
3. Learning Objectives in General atau Tujuan Umum Pembelajaran: Bagian ini
merincikan dalam daftar atau item list tentang apa dan bagaimana peserta
kegiatan pembelajaran diharapkan dapat melakukan sesuatu selama dan
sesudah sesi kegiatan (Main Activity), misalnya: hasil-kinerja yang dapat
dicapai, kompetensi yang perlu dicapai/ditunjukkan, knowledge-skills-ability
(KSA), dan feelings atau affection. Rumusan objectives mencerminkan
pembagian materi ajar/belajar yang terinci beberapa tahap dan saling
berhubungan lanjut (sequences). Kemudian, masing-masing rumusan
objectives harus siap dijadikan sub-topik atau sub-tema bagi kegiatankegitan lebih detil (sub-activities). Contoh untuk itu dapat dilihat pada
Lampiran Panduan ini tentang Overview atau Outline Pengorganisasian
Materi Ajar/Belajar.
4. Proses Coaching: Memberikan identifikasi atau gambaran tentang langkah-langkah
kegiatan coaching yang menjadi prioritas (lihat lembar lampiran Format
Langkah-langkah Coaching pada halaman berikut, yang terdiri dari:
Persiapan, Diskusi-Analisis, dan Penyelesaian). Misalnya, diskusi-analisis
untuk Langkah 2 langsung diberikan gambaran prosesnya di sini sesuai
topik atau tema kegiatan. Penjelasan tentang Proses Coaching ini
merupakan gambaran umum tentang strategi atau metode pengelolaan
kegiatan coaching yang hampir mirip dengan delivery methods atau metode
penyampaian/pencapaian, dan dikaitkan langsung dengan rangkaian
5. materi ajar/belajar atau substansi kegiatan (sub-activities).
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A Lesson Plan for Coaching Sessions: Facilitator Guide
B. Lesson Plan atau Facilitator Guide
Lesson Plan atau Facilitator Guide (selanjutnya disebut Panduan Pelatihan/Pembelajaran)
merupakan rancangan detil dari suatu kegiatan pelatihan/pembelajaran dengan subtopik atau sub-tema yang lebih fokus. Butir-butir Sub-activities seperti pada Sample:
Outline of Content Organization dijabarkan lebih rinci di sini. Gambaran kondisi, kinerja,
dan standar kegiatan-kegiatan rinci untuk peserta harus jelas diuraikan. Panduan
tersebut memuat butir-butir identifikasi kegiatan Coaching sebagai berikut:
1. Judul Sub-aktivitas: Nama kegiatan dan jelaskan singkat tentang cakupan kegiatan
pada sub-aktivitas ini
2. Learning Objectives and Learning Outcomes: Menjelaskan tujuan-tujuan dari
sub-aktivitas secara lebih fokus dan operasional menurut perspektif peserta yang
akan melakukannya. Hasil kinerja belajar juga dijabarkan untuk mempertegas
rumusan tujuan menjadi satuan-satuan kompetensi yang transferable untuk praktek
dan penerapannya. Learning outcomes dapat dirumuskan dengan range of
statements yang termasuk near tranfer atau far transfer, dan road transfer atau map
transfer.
3. Waktu: Petunjuk tentang waktu atau jadwal kegiatan
4. Sarana-prasarana atau Supporting Materials: Perlengkapan atau supply yang
diperlukan untuk mendukung kegiatan.
6. Rincian Aktivitas: Semua aktivitas dijelaskan disini secara berurutan sesuai
prinsip-prinsip pengorganisasian materi ajar/belajar. Langkahlangkah Coaching teridentifkasi dengan jelas. Keterkaitan antara detil
materi ajar/belajar dan langkah Coaching dipaparkan dengan spesifik
pula.
7. Saran-saran dan Komentar: Disini disajikan gagasan-gagasan, usulan-saran,
macam-macam masukan pengalaman belajar lain-lain, dan
rekomendasi tentang suatu fokus tertentu. Penyajian saran-saran
dan komentar seperti itu merupakan usaha fasilitator untuk
memperkaya pengelolaan proses Coaching bagi kepentingan peserta.
Oleh karena itu, fasilitator perlu menganjurkan peserta untuk
membuat Jurnal Belajar yang mencatat atau merekam hal-hal
penting bagi mereka sendiri masing-masing.
8. Catatan dan Peringatan: Menunjukkan beberapa gambaran situasi yang mungkin
sensitif atau yang memerlukan perhatian khusus selama proses
Coaching. Kehati-hatian fasilitator dalam mengelola kegiatan harus
mempertimbangkan isi catatan dan peringatan yang ada di sini.
Sedangkan untuk peserta perlu diingatkan agar mereka merekam
hal sensitif atau yang memerlukan perhatian khusus tersebut
didalam Jurnal Belajar mereka.
9. Handouts: Sebutkan dan jelaskan tambahan handouts lebih lanjut tentang
bagaimana kegiatan Coaching dilaksanakan. Handouts dipakai untuk
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A Lesson Plan for Coaching Sessions: Facilitator Guide
melengkapi hal-hal teknis yang diperlukan peserta agar
melaksanakan kegiatan secara lebih mandiri (self-dierected learning).
Jenisnya tergantung pada fokus spesifik langkah-langkah Coaching
masing-masing, walaupun tidak semua langkah memerlukan
Handouts.
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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide
LANGKAH-LANGKAH COACHING PROCESS
Fase Persiapan
Langkah 1
Langkah 2
Langkah 3
Langkah 4
Memperjelas
ekspetasi
Mengamati
kinerja
Menganalisa
Permasalahan
Mengidentifikasi
gaya kepribadian
Fase Diskusi dan Coaching Analysis
Langkah 1
Langkah 2
Langkah 3
Membangun
lingkungan yang
nyaman
Menguraikan
permasalahan dan
ekspektasi
Mendorong penilaian
mandiri
Langkah 6
Langkah 5
Langkah 4
Menyetujui solusi
Menggali solusi
alternatif
Menyetujui sifat
permasalahan
Fase Penyelesaian
Langkah 1
Langkah 2
Langkah 3
Membuat
action plan
Memantau
kemajuan/progress
karyawan/peserta
Menyediakan
follow-up coaching
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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide
SAMPLE
OVERVIEW ATAU OUTLINE PENGORGANISASIAN MATERI AJAR/BELAJAR
Main-Activity
No.
1.1
Topic
The group
discussion method
General Learning Objectives
After this activity, the trainees will be
able to explain the various techniques
used in a group discussion that
achieves a given objective
Sub-Activity
Time
Class
2h &
15”
Field
Time
Topic
Specific Learning Objectives
1.1.1.
The definition,
purpose and use
of group discussion
To define and describe the purpose
of conducting group discussion and
how to do it
45”
1.1.2.
Procedure for
conducting a
group discussion
To discuss the procedure of a group
discussion technique and to
complete its given topic
1h
No
Class
Field
EVALUATION
for No. 1.1.
30”
1.2
The brainstorming
Technique
After this activity, the trainees will be
able, given a topic and situation, to
use the brainstorming technique to
generate a list of ideas relevant to the
topic, rank them and select the most
appropriate to the specific topic and
situation
T. Soemarman, The Management of Training 2007
2h &
45”
1.2.1
The purpose and
stages of
brainstorming
technique
To state the purpose of brainstorming, identify the situation when it can
best be used, and the stages of the
technique
45”
1.2.2
Preparing and
conducting a
brainstorming
session
To list the important steps in
preparing and conducting a
brainstorming session
30”
1.2.3
Brainstorming
Given a specific topic, to conduct a
brainstroming activity that achieves
30”
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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide
Main-Activity
No.
Topic
General Learning Objectives
Sub-Activity
Time
Class
Field
No
Topic
Specific Learning Objectives
Time
Class
Field
the task of generating, ranking and
selecting ideas appropriate to the
topic
EVALUATION
for No. 1.2.
1.3
The critical incident
After this activity, the trainees will be
able to use the critical incident to
start a discussion on a given topic
1h &
20”
1.3.1
The purpose and
use of the critical
incident
To describe the critical incident, its
purpose and use
40”
1.3.2
How to use the
critical incident
To explain all the requirements and
preparation needed and how the
critical incident is used
20”
EVALUATION
for No. 1.3
1.4
The picture starter
After this activity, the trainees will be
able to readily adapt and use the
picture starter method for their
farmers training
2h &
20”
20”
1.4.1
The purpose of
the picture
starter
To describe the purpose of the
picture starter method
20”
1.4.2
How to conduct
a picture starter
session
To list all the steps needed in
conducting all picture starter session
1h
1.4.3
Using the picture
starter
To use the picture starter to get
farmers focus their thinking and talk
about their experience on the major
pests in their fields
EVALUATION
for No. 1.4
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30”
40”
20”
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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide
Main-Activity
No.
1.5
Topic
The buzz session
General Learning Objectives
Upon completion of this activity, the
trainees will be able to conduct buzz
session in order to generate intense
discussion on a controversial topic
within short time
Sub-Activity
Time
Class
Field
1h &
45”
No
Topic
Specific Learning Objectives
1.5.1
What is a buzz
session?
To explain what is a buzz session
20”
1.5.2
How to conduct
a buzz session?
To list all the steps in conducting a
buzz session
20”
1.5.3
Using the buzz
session
To use a buzz session to generate
intense discussion and get lots of
ideas on a given topic within a short
time
20”
EVALUATION
for No. 1.5
1.6
Scaring session
Upon completion of this activity, the
trainees will be able to conduct a
scaring session according to a given
objective
2h &
20”
2h
Role Playing
Upon completion of this activity, the
trainees will be able to write and
conduct a role playing according to a
T. Soemarman, The Management of Training 2007
2h &
30”
1.6.1
Definition and
purpose of a
scaring session
To define what is a scaring session
and its purpose
20”
1.6.2
Organizing a
scaring session
To organize a scaring sesion
according to specific objectives
30”
1.6.3
Conducting a
scaring session to
motivate farmers
to practice IPM
To prepare and conduct a scaring
session that will motivate farmers to
practice IPM
1h
1.7.1
The role playing
methods
Field
20”
EVALUATION
for No. 1.6
1.7
Time
Class
2h
30”
To describe the role playing method,
its purpose, uses, and the process of
a role playing activity
1h
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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide
Main-Activity
No.
Topic
General Learning Objectives
Sub-Activity
Time
Class
Field
given instruction topic
No
1.7.2
Topic
Conducting a
role playing
EVALUATION
for No. 1.7
TOTAL INSTRUCTIONAL HOURS FOR COURSE
CLASS
FIELD
TOTAL
15H & 15”
2H
17H & 15”
Specific Learning Objectives
Given a topic, to design and conduct
a role playing
Time
Class
Field
2h
30”
Sumber: Tim Wentling, 1993. Planning for Effective Training. FAO – United Nations, Rome
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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide
Appendix – Sample of the different (conventional) types of objectives
and learning outcomes for use of their formulation in the syllabus and
lesson plans
Adapted from: A Booklet produced by Professor Henry Ellington, EDU Director and Shirley Earl,
EDU Staff Development Coordinator for use as a course reader for the Postgraduate Certificate in
Tertiary-Level Teaching, ©The Robert Gordon University, 1999. London.
http://www.nalanda.nitc.ac.in/misc/general/ciced/index_detailed.html
Benjamin Bloom, has been influential in clarifying and organizing educational thought
regarding the classification of objectives (the 1950's). Bloom and his co-workers
contended that objectives are attainable in three distinct areas, or domains: the cognitive
domain, affective domain and psychomotor domain. These can be thought of as being
respectively concerned with knowledge-related objectives, attitude-related objectives and
motor skills-related objectives.
The Cognitive Domain. This contains objectives which are related to the acquisition
and application of knowledge and understanding, and probably includes the great
majority of educational and training objectives. An example of such an objective might
be:
"The student should be able to calculate all the dimensions of a triangle given the
lengths of two sides and the size of the angle between them".
Bloom and his co-workers also divided the cognitive domain into six distinct levels, each
level building on those below and representing a progressively higher level of cognitive
activity. Their hierarchy of the cognitive domain is shown in Figure 3.
Level 6: Evaluation - making judgements/critical comparisons on the basis of agreed
criteria.
Level 5: Synthesis - bringing elements together to form a new, coherent whole.
Level 4: Analysis - breaking a system down into its constituent elements.
Level 3: Application - applying procedures/systems/rules in specific situations.
Level 2: Comprehension - understanding and interpreting information.
Level 1: Knowledge - recalling information
Figure 3 : Bloom's hierarchical classification of the cognitive domain (1956)
The Affective Domain. This contains objectives that are concerned with attitudes and
feelings which are brought about as a result of some educational or training process. An
example of such an objective might be:
"The trainee lecturer should exercise empathy when counselling students".
The affective domain was also divided into a number of distinct, hierarchical levels, as
shown in Figure 4. This work was carried out by Bloom and his co-worker Krathwohl.
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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide
Level 5: Characterisation - integrating one's beliefs, ideas and attitudes into a total,
all-embracing philosophy.
Level 4: Organisation - making adjustments or decisions from among several
alternatives.
Level 3: Valuing - committing oneself to taking up an attitudinal position.
Level 2: Responding - showing active interest in something.
Level 1: Receiving - developing an awareness of something.
Figure 4 : The Bloom/Krathwohl hierarchy of the affective domain (1964)
The Psychomotor Domain. This contains objectives that deal with the development
of manipulative or physical skills - things like measuring, setting up and using
equipment, using tools, drawing graphs, and so on. An example of such an objective
might be:
"The student should be able to assemble and use the distillation apparatus provided".
A number of hierarchical classifications of the psychomotor domain were subsequently
produced, probably the best known being the one by Kibler shown in Figure 5.
Level 4: Speech Behaviours - sound production and projection; sound/gesture
coordination.
Level 3: Non-Verbal Communication - facial expressions, gestures, bodily
movements.
Level 2: Finely-Coordinated Movements - movements of hand and fingers, hand
and eye, eye and foot, etc.
Level 1: Gross Body Movements - movements of arms, shoulders, trunk, feet and
legs.
Figure 5 : Kibler's hierarchy of the psychomotor domain (1970)
Although the work of Bloom and his successors has had a tremendous influence on
educational thinking, the above tripartite classification of objectives/learning outcomes
has since been modified in a number of important respects. First, it has been recognised
that most of the levels of the cognitive domain overlap to a considerable extent, and that
the only real gap is that between Level 2 (Comprehension) and Level 3 (Application).
For this reason, it is now customary to talk simply of lower cognitive objectives
(encompassing Levels 1 and 2 of Bloom's hierarchy) and higher-cognitive objectives
(encompassing Levels 3-6 of Bloom's hierarchy). Second, it has been recognised that
Bloom and his co-workers completely ignored one of the most important of all groups
of objectives - those covering the various 'life skills' such as decision-making, problemsolving, creative thinking, communication and interpersonal skills. Some of these fall
naturally into the class of 'higher-cognitive objectives', while others can be thought of a
constituting a completely new 'domain' - the interpersonal domain. Third, it has been
recognised that many objectives and learning outcomes defy rigid classification of the
type advocated by Bloom and his successors, since they have overlapping aspects that
fall into more than one category.
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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide
For the above reasons, a much simpler, less rigid scheme for classifying educational
objectives and learning outcomes has achieved widespread acceptance in recent years,
and is commended to all teachers and lecturers. It recognises the following five broad
types of objectives and learning outcomes:





Lower cognitive - comprising the first two levels (knowledge and
comprehension) of Bloom's cognitive domain, and containing all objectives and
learning outcomes related to the acquisition of knowledge and basic
understanding.
Higher cognitive - comprising the top four levels (application, analysis,
synthesis and evaluation) of Bloom's cognitive domain, and including all
objectives and earning outcomes related to interpretation of information,
decision making, problem solving and planning.
Affective - comprising all five levels of the affective domain, ie including all
objectives and learning outcomes related to feelings, attitudes and values.
Psychomotor - comprising all four levels of the psychomotor domain, ie
including all objectives and learning outcomes related to motor skills, manual
dexterity, hand-eye coordination, practical abilities, and so on.
Interpersonal - covering all the various 'life skills' that were not catered for by
Bloom's original tripartite classification, including all objectives and learning
outcomes related to communication (written and oral), listening, working as part
of a team, interacting with other people, acting as a leader, and so on.
Contoh Penulisan Deskriptor Kompetensi
Competence 7: Can work effectively as a member of a team
General Range Statement
This competence is about the achievement of goals and objectives in collaboration with
colleagues. In the work place, this may be as a member of a small office or laboratory
team, a maintenance team or a production or manufacturing team. At college, vocational
situations could be devised where tasks are completed by team work.
Range Statement: The learner will have to be able to operate effectively as a team
members and leader. Situations should be devised to enable the learner to identify where
the use of team work would be of advantage and to manage the process accordingly.
Performance Criteria
a. Need and opportunities for team work are identified.
b. Team members' strengths and weaknesses are evaluated and shared responsibility for
allocation of team tasks is agreed and undertaken.
c. Individual contributions to team tasks are delegated and accepted to meet
organizational goals.
d. Other team members are listened to, helped and supported.
e. Potential problems are assessed and appropriate action is taken.
f. Self-evaluation of own contributions to team tasks is undertaken.
Adaptasi dari Ellington – Figure 6 : An example of a competence descriptor
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Tabel Kata Kerja untuk Penulisan Deskriptor Kompetensi dalam
Statements of Learning Objectives and Outcomes menurut Cognitive
Domain
Activities giving evidence of knowing:
Define, describe, identify, label, list, name, outline, reproduce, recall, select, state,
present, be aware of, extract, organise, recount, write, recognise, measure, underline,
repeat, relate, know, match.
Activities giving evidence of comprehension:
Interpret, translate, estimate, justify, comprehend, convert, clarify, defend, distinguish,
estimate, explain, extend, generalise, exemplify, give examples of, infer, paraphrase,
predict, rewrite, summarise, discuss, perform, report, present, restate, identify,
illustrate, indicate, find, select, understand, represent, name, formulate, judge, contrast,
translate, classify, express, compare.
Activities giving evidence of application of knowledge/understanding:
Apply, solve, construct, demonstrate, change, compute, discover, manipulate, modify,
operate, predict, prepare, produce, relate, show, use, give examples, exemplify, draw
(up), select, explain how, find, choose, assess, practise, operate, illustrate, verify.
Activities giving evidence of analysis:
Recognise, distinguish between, evaluate, analyse, break down, differentiate, identify,
illustrate how, infer, outline, point out, relate, select, separate, divide/subdivide,
compare, contrast, justify, resolve, devote, examine, conclude, criticise, question,
diagnose, identify, categorise, elucidate.
Activities giving evidence of synthesis:
Propose, present, structure, integrate, formulate, teach, develop, combine, compile,
compose, create, devise, design, explain, generate, modify, organise, plan, re-arrange,
reconstruct, relate, re-organise, revise, write, summarise, tell, account for, restate,
report, alter, argue, order, select, manage, generalise, precis, derive, conclude, build up,
engender, synthesise, put together, suggest, enlarge.
Activities giving evidence of evaluation:
Judge, appraise, assess, conclude, compare, contrast, describe how, criticise,
discriminate, justify, defend, evaluate, rate, determine, criticise, choose, value, question.
Adaptasi dari Ellington – Figure 7 : An example of a vocabulary aid (1995)
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Contoh Penulisan Deskriptor Kompetensi
(Adaptasi dari Ellington – Figure 6 : An example of a competence descriptor)
Competence 7: Can work effectively as a member of a team
General Range Statement:
This competence is about the achievement of goals and objectives in collaboration
with colleagues. In the work place, this may be as a member of a small office or
laboratory team, a maintenance team or a production or manufacturing team. At
college, vocational situations could be devised where tasks are completed by team
work.
Range Statement:


The learner will have to be able to operate effectively as a team members
and leader.
Situations and conditions should be devised to enable the learner to identify
where the use of team work would be of advantage and to manage the
process accordingly.
Performance Criteria or Standards:
a. Need and opportunities for team work are identified.
b. Team members' strengths and weaknesses are evaluated and shared
responsibility for allocation of team tasks is agreed and undertaken.
c. Individual contributions to team tasks are delegated and accepted to meet
organizational goals.
d. Other team members are listened to, helped and supported.
e. Potential problems are assessed and appropriate action is taken.
f. Self-evaluation of own contributions to team tasks is undertaken.
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Transfer of Learning untuk Perumusan Learning Outcomes
Masukan Training
Hasil-keluaran
Training
Kondisi Transfer
Karakteristik
Peserta:
Kemampuan,
Kepribadian, Motivasi
Desain Training:
Prinsip belajar,
Urutan, Isi Materi
Ajar/Belajar
Belajar dan
Retensi
Generalisasi dan
Pengelolaan
Lingkungan kerja:
Dukungan, Peluang
untuk mempraktekkan
hasil belajar
Adaptasi dari: DeSimone (1998: p 69) tentang Baldwin & Ford’s (1988) Transfer of Training
Model
Kesimpulan model tersebut di atas menggambarkan kualitas “belajar, retensi, dan
transfer” yang dipengaruhi oleh tiga masukan serentak (karakteristik peserta, desain
training, dan lingkungan kerja). Sedangkan transfer sendiri juga dapat dipengaruhi langsung
oleh karakteristik peserta dan lingkungan kerja. Model tersebut di atas belum
memberikan kesimpulan konklusif berdasar bukti-bukti riset yang mencukupi
(DeSimone, 1998: p 69). Di situ nampak bahwa tranfer of learning masih menyimpan
berbagai masalah rumit yang memerlukan kajian cermat sebelum dapat dipastikan tingkat
efektivitasnya didalam pekerjaan. Tetapi, menurut berbagai temuan/riset lain dan
menurut pengalaman penerapan prinsip-prinsip desain pelatihan/pembelajaran,
kemungkinan-kemungkinan untuk lebih memaksimalkan transfer of learning masih terbuka,
khususnya maksimalisasi dengan menggunakan: unsur-unsur identik situasi training dan
situasi kinerja, unsur-unsur umum yang fundamental, rangsangan belajar yang bervariasi,
dukungan lingkungan kerja dan peluang untuk menerapkan hasil belajar (DeSimone,
1998: pp 68-72).
Kesamaan situasi antara belajar dan situasi kinerja pekerjaan akan memacu proses
transfer dengan lebih baik, misalnya pendekatan pelatihan/ pembelajaran yang
menggunakan simulasi seperti: case study, business game, role playing, dan lain-lain yang
mampu mendekatkan persamaan situasi belajar dan pekerjaan. Sehingga, ketika peserta
atau karyawan masuk kembali ke pekerjaannya, maka ia tidak canggung, bahkan
kemungkinan besar yang bersangkutan langsung dapat menerapkan hasil-keluaran
pelatihan untuk meningkatkans kinerjanya. Tipe transfer seperti itu disebut sebagai near
transfer yang dibedakan dari far tranfer (Johnson, S.D. (1995).
Penggunaan prinsip-prinsip umum/fundamental dalam belajar juga dapat
memaksimalkan transfer. Disini tranfer dimaksimalkan dengan menggunakan penerapan
konsep-konsep umum dan teori yang lebih komprehensif, sehingga seseorang akan
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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide
mampu mentransformasikannya ke berbagai situasi dan lingkungan kerja. Transfer
serupa itu disebut far transfer dimana situasi belajar yang berbeda dengan situasi kerja
dapat dijembatani oleh penggunaan teori dan konsep-konsep fundamental.
Variasi cara mempelajari sesuatu yang diperlukan untuk transfer juga dapat
memaksimalkan transfer itu sendiri (Johnson, 1995 tentang low road transfer dan high road
transfer). Contohnya ditunjukkan seperti cara latihan praktek mengemudi kendaraan (low
road transfer) dan cara menerapkan prinsip permainan catur yang dipakai untuk
menentukan strategi peperangan bagi komandan pasukan perang (high road atau far
transfer). Sehingga, cara seperti itu nampak sesuai dengan penerapan prinsip variasi
rangsangan belajar sebagaimana dikemukan oleh DeSimone (1998: 70 dengan mengutip
Ellis 1965).
T. Soemarman, The Management of Training 2007
Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide
Contoh Format Proses Coaching (Main Activities) dalam siklus proses
PERSIAPAN
Ekspektasi
:
Kinerja
:
Analisa Masalah
:
Identifikasi Learning Styles :
DISKUSI DAN ANALISA COACHING
Langkah 1
Langkah 2
Langkah 3
Membangun
lingkungan yang
nyaman
Menguraikan
permasalahan dan
ekspektasi
Mendorong penilaian
mandiri
Langkah 6
Langkah 5
Langkah 4
Menyetujui solusi
Menggali solusi
alternatif
Menyetujui sifat
permasalahan
1. Ice Breaking :
2. Diskusi Uraian Masalah dan Ekspektasi :
3. Penilaian Mandiri :
4. Decision Making Process :
5. Solusi Alternatif :
6. Identifikasi Karakteristik Alternatif :
IMPLEMENTASI
1. Action Plans :
2. Monitoring :
3. Follow Up :
T. Soemarman, The Management of Training 2007