Select two people from your group to conduct a role-play. (One person will play the role of ‘the and another person will play the role of during a during the Coach’ ‘the learner’ ‘coaching session’ role-play. has to conduct one of the phases of a during the ‘The Coach’ ‘coaching session’ (If applicable) has to complete Coaching report (including ‘The Coach’ ‘the learner’s’ Observation checklist) (available on the next pages) during and after the ‘coaching session’. Observe the phases of the that takes place between and ‘coaching session’ ‘the Coach’ ‘the (The purpose of the is to coach the learner.) Make notes on the learner’. ‘coaching session’ effectiveness of the by using the Observation checklist provided on the next ‘coaching session’ page(s). As a group, discuss the effectiveness of the that took place. ‘coaching session’ Observation checklist: Conducting the coaching sessions Phase Did the Coach… or X Minimise or eliminate distractions (e.g. by closing the door). Act friendly and open and lead the coaching session. Encourage the learner (e.g. by giving praise and recognition). Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of the learner without becoming emotionally involved. Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or disruptive. phases All Use open body language (e.g. ensure his/ her arms and feet are not crossed, etc.). Use appropriate language and tone of voice. Use words that are used in the industry. Speak slowly and clearly. Make regular eye contact with the learner. Use the name when talking to him/ her. learner’s Phase Did the Coach… or X Encourage the learner to take notes where applicable and practical. by the
Select two people from your group to conduct a role-play. (One person will play the role of ‘the Coach’ and another person will play the role of ‘the learner’ during a ‘coaching session’ during the role-play. ‘The Coach’ has to conduct one of the phases of a ‘coaching session’ during the (If applicable) ‘The Coach’ has to complete ‘the learner’s’ Coaching report (including Observation checklist) (available on the next pages) during and after the ‘coaching session’. Observe the phases of the ‘coaching session’ that takes place between ‘the Coach’ and ‘the learner’. (The purpose of the ‘coaching session’ is to coach the learner.) Make notes on the effectiveness of the ‘coaching session’ by using the Observation checklist provided on the next page(s). As a group, discuss the effectiveness of the ‘coaching session’ that took place. Observation checklist: Conducting the coaching sessions Phase Did the Coach… or X All phases Minimise or eliminate distractions (e.g. by closing the door). Act friendly and open and lead the coaching session. Encourage the learner (e.g. by giving praise and recognition). Demonstrate empathy i.e. demonstrate an understanding of the emotional reactions and needs of the learner without becoming emotionally involved. Act firm i.e. when necessary, discourage attitudes and behaviour that are undesirable or disruptive. Use open body language (e.g. ensure his/ her arms and feet are not crossed, etc.). Use appropriate language and tone of voice. Use words that are used in the industry. Speak slowly and clearly. Make regular eye contact with the learner. Use the learner’s name when talking to him/ her. Phase Did the Coach… or X by the Encourage the learner to take notes where applicable and practical.