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All trainers have their own approach to training. Unfortunately, they often rely on this approach instead of meeting the needs of the trainee. This does not lead to good results because the teacher’s needs are not met properly. There are three dimensions to effective training, including; how to train, when to train and how to train. A coach can improve his effectiveness as a coach by changing his approach in all the needs of the coach.

How to train. The coach must take the advice or a lesson not for teaching, not according to his good character, but yes, according to the needs of the “coachee”. Hersey and Blanchard suggest in their theory of Situational Leadership that the leader should change his leadership according to the level of readiness of the employees. If the employee is new to the job, insecure, or unable to work, the manager should take more advice. If the employee has more knowledge and more ability, then the manager should lead to more non-directives (Hersey, Blanchard and Johnson). Everyone has different needs and wants. An effective coach adapts his approach to meet the needs and behavior. It can be a guide; give advice, advise and/or advise what to do and what to do, or not to advise; ask questions and help the person come to their conclusions, depending on the interests and needs of the “coachee”.

When to train. Teachers may choose to provide programmatic, ongoing training and/or provide training events in response to specific needs and or situations. Programmatic training is used to develop skills or behaviors over time. For example, a sales coach may provide sales training to a salesperson during the event, or an executive coach may provide training to a potential manager to prepare him for the further responsibility in the future. Circumstantial training is less formal and provides each opportunity to respond to specific needs.

How to train. The teacher may decide to teach specific activities, skills, or behaviors or he may use a positive approach, showing more concern about the person’s growth and development . For example, a sales coach may provide specific training, while an operations coach will look at the overall needs of an individual to help them become a general manager.

I once worked with a friend who liked direct instruction. He is a busy leader who thinks that only direct and immediate feedback affects his team. He only trains when he feels the situation calls for it. In addition, he only focuses on the personality and skills required to complete the job and does not look at the overall needs of his team. This person has a well-earned reputation; However, it scares and/or scares many travelers. People who need more training, work and/or integration quickly leave the organization, or worse, become ineffective and dissatisfied. In the long run, this manager did less and less work, and finally asked to leave. As Kouzes and Posner explain:

“…forever erase from your mind the image of the coach as the hard-faced, chair-charging, dirt-kicking, ass-chewing man who yells at the players. Not creating the best business. What you’ll get instead is a demoralized group of disengaged constituents who want to quit over excel. Success in a one-to-one leadership context depends on the ability of the leader to create a lasting relationship in which the talent sees the coach as a partner and as a role model” (Goldsmith and Lyons, p. 137).

One of the best ways for a coach to build a long-term relationship is by adapting his teaching and approach to the needs of the person he is training.

Information:

Hargrove, RA, (2003). Good training. San Francisco: Jossey-Bass/Pfeiffer.

Hersey, P., Blanchard, KH, and Johnson, D., (2001). Behavioral Management: Leading People – Eighth Edition. Upper Saddle River, NJ: Prentice Hall.

Marshall, G. and Lyons, L (2006). Training for Leadership: The Practice of Leadership from the World’s Greatest Coaches. San Francisco: Pfeiffer.

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