Understanding Training and Coaching in Construction Course

Standard: CITB Short Duration Standard GET3261

‍Duration: 1 day

‍Guided Learning Hours: 7 hours

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Course Objectives

Upon completing this course, participants will be able to:

• Explain how to identify the training needs of individuals on site.
• Distinguish between a training need and other causes of poor performance.
• Identify the knowledge, skills and behaviours required for a workplace activity.
• Select training techniques that are appropriate to the workplace.
• Explain how different learning preferences can affect workplace training.
• Apply a recognised learning styles model when planning training.
• Plan a workplace training activity with clear learning objectives.
• Select suitable training resources and supporting materials.
• Check whether learning has taken place.
• Describe a method for evaluating the effectiveness of training.
• Explain how workplace training records should be maintained.
• Explain how to identify an individual’s coaching needs.
• Distinguish between workplace training and coaching.
• Plan a structured coaching activity for an individual.
• Set clear and achievable coaching objectives.
• Explain the importance of feedback within the coaching process.
• Provide constructive and developmental feedback.
• Describe a method for evaluating the effectiveness of workplace coaching.

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Course Content

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Module 1: Understanding Training and Coaching

• Course aims, learning outcomes and assessment requirements.
• The role of the site supervisor in developing other people.
• The relationship between employee development and:
  • Health and safety.
  • Quality.
  • Productivity.
  • Employee confidence.
  • Team flexibility.
  • Staff retention.
• Understanding the difference between training and coaching.
• Situations in which structured training may be appropriate.
• Situations in which workplace coaching may be more suitable.
• Recognising when a combination of training and coaching is required.
• The responsibilities of the trainer, coach and employee.
• Working within personal competence and organisational authority.
• Recognising when specialist training or support is required.
• Creating a positive and inclusive environment for learning.

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Module 2: Identifying Individual Training and Coaching Needs

• The importance of identifying the required performance standard.
• Comparing existing performance with the required standard.
• Identifying gaps in:
  • Knowledge.
  • Practical skills.
  • Confidence.
  • Experience.
  • Workplace behaviours.
• Sources of information that can help identify development needs, including:
  • Workplace observation.
  • Skills and competence assessments.
  • Performance reviews.
  • Discussions with the employee.
  • Feedback from managers and colleagues.
  • Quality and productivity records.
  • Health and safety observations.
  • Incident and near-miss reports.
  • Changes to equipment, processes or legislation.
• Asking effective questions to understand the employee’s perspective.
• Distinguishing a training need from:
  • Unclear instructions.
  • Inadequate resources.
  • Unrealistic targets.
  • Poor workplace organisation.
  • Lack of motivation.
  • Health or wellbeing concerns.
• Identifying whether training, coaching or another form of support is required.
• Prioritising development needs according to workplace risk and importance.
• Agreeing development needs with the individual.

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Module 3: Planning Workplace Training

• Establishing the purpose of the training.
• Defining what the individual should know or be able to do.
• Writing clear and measurable learning objectives.
• Ensuring that training objectives reflect:
  • The employee’s needs.
  • The requirements of the task.
  • Organisational standards.
  • Health and safety requirements.
• Breaking a workplace activity into manageable stages.
• Sequencing information and activities logically.
• Building on the learner’s existing knowledge and experience.
• Selecting a suitable location and learning environment.
• Identifying the time and resources required.
• Selecting appropriate tools, equipment and training materials.
• Ensuring that equipment and materials are safe and suitable.
• Planning opportunities for explanation, demonstration and practice.
• Considering language, literacy, accessibility and additional learning needs.
• Planning how understanding and competence will be checked.
• Preparing contingency arrangements where necessary.

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Module 4: Workplace Training Techniques and Learning Preferences

• Selecting training techniques that are appropriate to the activity and learner.
• Workplace training techniques may include:
  • Explanation and instruction.
  • Demonstration.
  • Guided practice.
  • Observation.
  • Questioning.
  • Discussion.
  • Practical exercises.
  • Job shadowing.
  • Digital or video-based learning.
  • Supported workplace experience.
• Advantages and limitations of different training techniques.
• Matching the technique to the level of risk and complexity.
• Using more than one technique to reinforce learning.
• Explaining a task clearly and in manageable stages.
• Demonstrating the required process or behaviour.
• Allowing sufficient opportunity for practice.
• Providing support without completing the task for the learner.
• Checking understanding through questions and practical demonstration.
• Correcting misunderstandings promptly and constructively.
• Understanding that people may approach learning differently.
• Applying a recognised learning styles model to workplace training.
• Using knowledge of learning preferences to:
  • Select suitable activities.
  • Present information in different ways.
  • Maintain learner involvement.
  • Provide appropriate support.
• Avoiding assumptions or rigidly labelling individuals by learning style.
• Adapting the training approach according to progress and feedback.

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Module 5: Evaluating Training and Maintaining Records

• The importance of checking whether training has achieved its intended outcome.
• Distinguishing learner satisfaction from successful learning.
• Establishing evaluation measures before training begins.
• Methods for evaluating training effectiveness, including:
  • Questions and answers.
  • Practical observation.
  • Skills or competence assessments.
  • Review of completed work.
  • Learner feedback.
  • Supervisor or manager feedback.
  • Quality and productivity information.
  • Health and safety performance.
  • Comparison of performance before and after training.
• Reviewing whether the learning objectives have been achieved.
• Identifying areas in which further training or practice is required.
• Gathering feedback about the relevance and delivery of the training.
• Reviewing what worked well and what could be improved.
• Updating future training based on evaluation findings.
• The purpose of maintaining accurate training records.
• Training records may include:
  • The identified training need.
  • Learning objectives.
  • Dates and duration.
  • Training content and methods.
  • Attendance.
  • Assessment results.
  • Feedback and evaluation.
  • Further actions or development requirements.
• Completing records accurately and promptly.
• Maintaining confidentiality and protecting personal information.
• Storing physical and electronic records securely.
• Following organisational document retention and access requirements.

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Module 6: Planning and Delivering Workplace Coaching

• Understanding workplace coaching as a development process.
• The difference between coaching, training, mentoring and managing performance.
• Identifying suitable opportunities for coaching.
• Determining the individual’s current and required performance.
• Discussing coaching needs with the employee.
• Establishing a clear coaching objective.
• Agreeing what successful improvement will look like.
• Planning coaching around:
  • The individual’s needs.
  • Workplace priorities.
  • Available time.
  • The complexity and risk of the activity.
  • The support and resources available.
• Breaking the coaching process into manageable stages.
• Using a recognised coaching model, such as GROW:
  • Goal.
  • Reality.
  • Options.
  • Way forward.
• Using open and probing questions.
• Encouraging the individual to think through the issue.
• Helping the employee identify possible solutions.
• Avoiding unnecessarily directing or taking control.
• Agreeing practical actions and responsibilities.
• Establishing realistic timescales.
• Planning review and follow-up arrangements.
• Recording agreed coaching actions where appropriate.
• Recognising when coaching is not the appropriate intervention.

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Module 7: Feedback and Evaluating Coaching

• The purpose of feedback in workplace coaching.
• How effective feedback supports:
  • Self-awareness.
  • Confidence.
  • Motivation.
  • Continued development.
  • Improved workplace performance.
• Providing feedback that is:
  • Timely.
  • Specific.
  • Objective.
  • Evidence-based.
  • Balanced.
  • Focused on behaviour and performance.
• Recognising achievement and progress.
• Explaining areas that still require improvement.
• Encouraging the employee to evaluate their own performance.
• Listening to the employee’s perspective.
• Agreeing further actions and support.
• Responding constructively when progress is slower than expected.
• Establishing how coaching success will be measured.
• Methods for evaluating coaching effectiveness, including:
  • Review discussions.
  • Workplace observation.
  • Feedback from the individual.
  • Feedback from managers or colleagues.
  • Comparison with agreed performance objectives.
  • Quality, safety or productivity measures.
  • Review of completed actions.
• Determining whether the coaching objective has been achieved.
• Identifying whether additional coaching, training or support is required.
• Reviewing the effectiveness of the coach’s approach.
• Recording outcomes and lessons learned.

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Module 8: Practical Training and Coaching Exercise

Participants will work through construction-based scenarios requiring them to:

• Identify an individual’s workplace development need.
• Determine whether training, coaching or another form of support is appropriate.
• Identify the evidence supporting the development need.
• Prepare suitable learning or coaching objectives.
• Select appropriate workplace training techniques.
• Explain how different learning preferences could be accommodated.
• Plan how learning will be checked.
• Select a suitable method for evaluating the training.
• Identify the workplace training records that should be maintained.
• Prepare a coaching plan for an individual.
• Apply a recognised coaching model.
• Identify suitable questions for a coaching conversation.
• Plan how constructive feedback will be provided.
• Select a method for evaluating the effectiveness of the coaching.

The module concludes with:

• A review of the principal learning points.
• Completion of an individual workplace action plan.
• Opportunities for final questions.
• Completion of the formal end-of-course assessment.

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Course Assessment

Delegates must complete a formal nine-question end-of-course assessment covering all learning outcomes and assessment criteria.

The assessment covers:

• How to identify the training needs of individuals on site.
• Two or more workplace training techniques.
• How understanding different learning styles can assist workplace training.
• An example of a relevant learning styles model.
• A method for evaluating the effectiveness of training.
• How workplace training records should be maintained.
• How to identify an individual’s coaching needs.
• How coaching should be planned for an individual.
• The importance of feedback within coaching.
• A method for evaluating the effectiveness of workplace coaching.

Delegates must achieve a minimum score of 75% to pass the assessment.

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