Monitor progress of new workplace skills and provide supportive assistance.
Monitoring progress
The monitoring stage of coaching involves checking to confirm the learner is able to apply their new skills and knowledge in their day-to-day work. It is the results of monitoring that will determine whether the coaching process is complete or not. Monitoring is also an opportunity to provide the employee with ongoing support and, if necessary, to recommend further coaching.
Monitoring can take many forms, including:
➢ Assessment tools – used by the
employer, the individual themselves,
etc.
➢ Checklists – Can be completed by
supervisor, manager or the employee
themselves.
➢ Observing learners in real work
situations.
➢ Recording changes in results – e.g.
Sales figures, jobs completed.
➢ Collecting feedback on performance –
E.g. Customer satisfaction surveys, consulting with colleagues.
To ensure the overall picture of skill development is accurate, you should use a variety of monitoring techniques. Be sure to consider variables that may impact on the employee’s performance, including illness, anxiety and distractions.
When monitoring, aim to be:
➢ Objective
➢ Accurate
➢ Understanding
➢ Consistent
➢ Relevant
➢ Up-to-date
➢ Effective.
The coach must remember that individuals come to coaching with different experiences and expectations and as such, no two people learn in the same way. As a result, one learner may grasp a concept or pick up a skill quite quickly, whereas another may struggle or take longer.
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This necessitates the coach being patient and understanding, flexible in their delivery, encouraging in their support and objective when monitoring.
Discussing monitoring results
Monitoring the progress of workplace skills isn’t just used for evaluation. You can provide assistance based on your methods of monitoring.
When discussing assistance, consider if the individual:
➢ Requires critical information and facts
➢ Wants to know your opinion or has potentially valuable input
➢ Needs help in finding a solution to a problem
➢ Wants input on reasoning or processing for a task.
How to provide assistance
There is never a perfect method to provide assistance to individuals as their skills and knowledge on a given task, as well as yours, is variable and everyone responds to help and assistance in different ways.
That being said, there are a number of strategies for questioning you can use to help provide assistance.
Consider discussing:
➢ What has happened since the last coaching session
➢ How they think things are progressing currently
➢ What they want to talk about
➢ What they want to happen
➢ How they judge success.
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Activity 3A
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3.2 – Report progress to the appropriate person.
Reporting coaching progress
It may be necessary to report the progress made by the coachee to appropriate people, such as their supervisor, manager, or other person that initiated the referral.
When reporting coaching progress:
➢ Make clear from the beginning to the
coachee that their progress will be
reported.
➢ Any reporting should protect the
coachee’s rights as an employee. It is
best to confirm these with the
organisation’s human resource
department.
➢ This is especially important where the
report may be used to support
evaluations on the coachee’s ability as an employee.
Before preparing a report you should be familiar with the organisation’s policy governing progress reports and the information to be included. Reports may be written or verbal and typically describe the structure of the coaching provided and the progress made in an objective and factual way. Care should be given regarding the level of detail and personal information that is included. Personal opinions and assumptions should be disclosed from the report -, only facts and observations should be recorded.
Meeting with appropriate persons
After coaching sessions have finished:
➢ Schedule a meeting for a time in the future when the coachee has had sufficient time to implement the changes or apply the skills that came about as a result of coaching.
➢ This meeting could be with the coachees manager, supervisor or other persons involved in their development.
➢ At this meeting the coach has the opportunity to reinforce the success of the coachee and the coaching program.
➢ If the coachee is finding progress difficult, the coach can provide strategies to reinvigorate them or seek advice. It can also be an opportunity to discuss new possibilities for coaching and development.
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Benefits of progress reports
Progress reports can be very useful tools for recording information about coaching that can be used in a variety of ways.
Such examples include:
➢ Logging staff skills and knowledge – Keeping records of what staff can and cannot do
➢ Future coaching – Records will help coaches identify and remember for future use what staff need or do not need to learn
➢ Future skill development – Records can serve to identify future coaching needs for individuals, departments and the organisation as a whole
➢ Reference for employees – Success with coaching can be an indicator for people with a bright future
➢ Employee’s staffing record – As staff increase their skills sets, their employee records should be updated to reflect their increased skills and knowledge
➢ Statistical purposes – Organisations can record details about the number of staff that have been trained in a given period, how much time was spent on training/coaching and how resources were allocated.
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