13. Agree and set learning objectives-What the learner should achieve should clearly set out (for example ‘By X date you will be able to explain/demonstrate how to do YZ’).
14. Agree success criteria, or task objectives, between the coach and the learner, specifying the standard against which success will be judged.
15. These criteria should be defined, agreed and understood: by the end you will be able to weld two pieces of pipe to industry standard tolerances.
16. Review the options and make a detailed plan-this is where the coach prepares to demonstrate, explain and review a task or skill.
17.
18. Watch for signs that the learner has missed something for example by observing body language or asking check questions.
19. Build in summaries and reviews at appropriate points, to ensure the learner has grasped the learner try out the task for themselves, with accompanying support.
22. How well the learner handled the learning process.
23.
24. Carry out a detailed task analysis of an activity you are going to coach, listing all the steps in the process-especially the most obvious. These are easiest to overlook when you are experienced in an activity.
25. Accept the learner’s mistakes when tackling new tasks-learning by doing means working out why something may not have worked, and planning better ways next time.
26.
27. Jump in and tell the learner what they should do, or take over if they have some difficulty.
28. Assume that everyone knows even the basics of a task; avoid the danger that, just because you are skilled and knowledgeable, the learner is too.
29.
30. Whom can you think of in your team at work, who would benefit from coaching?