UW Sometimes and Aspiring Supervisor Series
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
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Try-out Card
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Self Assessment for Training and Coaching
Reading:
• Heathfiel, S.M. (n.d.). What Great Managers Do Differently. Retrieved from
http://humanresources.about.com/od/managementandleadership/a/great_managers.htm
• 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.
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UW Sometimes and Aspiring Supervisor Series
On the Job Training
³1. 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
3 Update Position Description
3 Write step-by-step analysis of task
3 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
³2. 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.
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UW Sometimes and Aspiring Supervisor Series
³3. 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?
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UW Sometimes and Aspiring Supervisor Series
³3. 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?
Individually, write three behavioral interview questions for a position you need to
interview for, or for your own position.
YOUR
TURN
•
Knowledge:
•
Skill:
•
Talent:
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UW Sometimes and Aspiring Supervisor Series
³4. 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”
y Clearly state what you see, hear, touch, feel, smell, taste, etc.
y Be specific as to time and context. When and where did this occur?
Observations
What were the exact words said? Or what exactly did you see?
y Separate your observation from any evaluation or judgment.
Ask yourself, “Could a video camera see my observation?”
y Express feelings, rather than thoughts disguised as feelings.
“I feel embarrassed.” rather than “I feel like an idiot.”
y 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..
y Beware of words that label or blame yourself.
Feelings
Needs
Requests
“I’m discouraged because I want to contribute.” Instead of “I feel incompetent
around him.”
y 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.
y Needs are universal, common to all cultures, genders, races and countries.
y 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.
y Ask yourself “What is my intention in making this request?”
y 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?”
y Frame requests in the positive (it’s hard to do a “don’t”)
y Use a time frame where possible. “Are you able to get that report to me by 5PM
today?”
y 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?”
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UW Sometimes and Aspiring Supervisor Series
³4. Making a Request Using OFNR continued
Steps for Giving Feedback
1. Make an observation
y Clearly state what you see
y Be specific as per time and context
y Eliminate evaluations and judgments
“I noticed that you came in 10 minutes late today.”
Pause. Give chance to hear what happened. Offer empathetic listening to make sure you understand.
“I was frustrated….
2. Describe how you felt
y Take responsibility for your feelings
“because I covered the front desk until you came and I
need to be efficient in getting my work done”
(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.
“What do you understand I’m saying?”
4. Check for clarity
“What do you understand our procedure is……..?”
“Would you be willing to come at ___from now on?”
5. Make a request.
y People always have a choice
“Would you be willing to call me if something comes up
y Ensure that consequences of their
and you’ll be more than 5 minutes late?”
choices are clear
3. Your needs / or what happed because
of the behavior (the consequences)
Are you choosing to connect or disconnect?
YOUR
TURN
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.
“I was
2. Describe how you felt
3. Your needs / or what happed because of
the behavior (the consequences)
“because
Pause again. Offer empathetic listening again if appropriate.
“What do you understand I’m saying?”
4. Check for clarity
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.
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UW Sometimes and Aspiring Supervisor Series
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
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.
Rating
I could do
even better
Adapted from American Management Association
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
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