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.
• Describe two or more training techniques that are appropriate to the workplace.
• Explain how knowledge of different learning styles can assist when training individuals in the workplace and give an example of a relevant learning styles model.
• Describe a suitable method for evaluating the effectiveness of workplace training.
• Describe how workplace training records should be maintained.
• Explain how to identify the coaching needs of individuals in the workplace.
• Explain how workplace coaching should be planned for an individual.
• Explain the importance of feedback within the coaching process.
• Describe a suitable method for evaluating the effectiveness of workplace coaching.

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Course Content

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Module 1: Understanding Workplace Training and Coaching

• The purpose and scope of the course.
• The role of a practising or potential site supervisor in supporting the development of others.
• The relationship between employee development and:
  • Health and safety.
  • Quality.
  • Productivity.
  • Individual and team performance.
• The meaning of workplace training.
• The meaning of workplace coaching.
• The differences between training and coaching.
• Situations in which training may be appropriate.
• Situations in which coaching may be appropriate.
• Situations in which another form of support may be required.
• Working within personal occupational competence and organisational authority.
• Recognising when specialist or formally qualified training is required.
• Creating a respectful, supportive and inclusive learning environment.
• Course learning outcomes and assessment requirements.

Module 2: Identifying Individual Training Needs

• The importance of identifying the required workplace standard.
• Establishing what the individual needs to know or be able to do.
• Comparing existing knowledge, skills and performance with the required standard.
• Identifying gaps in:
  • Knowledge.
  • Practical skills.
  • Experience.
  • Confidence.
  • Relevant workplace behaviour.
• Sources of information that can help identify training needs, such as:
  • Workplace observation.
  • Discussion with the individual.
  • Skills or competence assessments.
  • Performance reviews.
  • Feedback from managers or colleagues.
  • Quality, productivity and health-and-safety information.
  • Changes to equipment, processes, standards or legislation.
• Using questions to understand the individual’s knowledge, experience and perspective.
• Gathering sufficient evidence before deciding that training is required.
• Distinguishing a training need from other possible causes of poor performance, such as:
  • Unclear instructions or expectations.
  • Inadequate equipment or resources.
  • Poor work organisation.
  • Unrealistic targets.
  • Lack of motivation.
  • Health, wellbeing or personal concerns.
• Identifying whether the need should be addressed through:
  • Workplace training.
  • Coaching.
  • Additional instruction or supervision.
  • Another form of organisational support.
• Prioritising training needs according to safety, operational importance and workplace risk.
• Agreeing the identified need with the individual where appropriate.

Module 3: Workplace Training Techniques and Learning Styles

Selecting workplace training techniques

• The importance of matching the training technique to:
  • The required learning outcome.
  • The workplace activity.
  • The complexity and level of risk.
  • The individual’s existing knowledge and experience.
  • The time and resources available.
• Suitable workplace training techniques, such as:
  • Explanation and instruction.
  • Demonstration.
  • Guided practice.
  • Questioning and discussion.
  • Practical exercises.
  • Workplace observation.
  • Job shadowing.
  • Supported workplace experience.
  • Digital or video-based learning.
• Advantages and limitations of different techniques.
• Why more than one technique may be used.
• Breaking information or tasks into manageable stages.
• Providing opportunities for the individual to practise.
• Checking understanding through questions, explanation or practical demonstration.
• Adapting the training approach when the individual experiences difficulty.
• Correcting misunderstandings promptly and constructively.
• Ensuring that training equipment, materials and activities are safe and suitable.

Learning styles and individual preferences

• Recognising that individuals may approach learning in different ways.
• The value of using varied training methods rather than relying on one method.
• An example of a relevant learning styles model.
• How knowledge of learning styles or preferences may help a supervisor:
  • Present information in different ways.
  • Select appropriate activities.
  • Encourage learner participation.
  • Provide suitable support.
  • Review whether the chosen method is effective.
• Considering previous experience, confidence, language, literacy, accessibility and additional support needs.
• Avoiding assumptions or rigidly labelling individuals according to a learning style.
• Using observation, discussion and feedback to adapt the training approach.

Module 4: Evaluating Training and Maintaining Records

Evaluating training effectiveness

• The purpose of evaluating workplace training.
• Establishing the intended learning or performance outcome before training begins.
• Distinguishing enjoyment or satisfaction from successful learning.
• Selecting an evaluation method appropriate to the training.
• Suitable methods may include:
  • Questions and answers.
  • Practical observation.
  • Demonstration of the required skill.
  • A knowledge or competence assessment.
  • Review of completed work.
  • Feedback from the individual.
  • Feedback from a supervisor or manager.
  • Comparison of performance before and after training.
  • Review of relevant quality, safety or productivity information.
• Comparing the evidence with the intended training outcome.
• Identifying whether the required knowledge or skill has been developed.
• Identifying whether further explanation, practice, training or support is required.
• Reviewing whether the selected training techniques were appropriate.
• Using evaluation findings to improve future training.

Maintaining training records

• The purpose of accurate workplace training records.
• Information that may need to be recorded, such as:
  • The identified training need.
  • The training objective.
  • The date and duration.
  • The content and technique used.
  • The trainer and participant.
  • Assessment or evaluation results.
  • Further actions or development requirements.
• Completing records accurately, clearly and promptly.
• Using the correct organisational forms or electronic systems.
• Ensuring that records are traceable and can be retrieved when required.
• Protecting personal and confidential information.
• Storing physical and digital records securely.
• Controlling access to training information.
• Following organisational retention and disposal requirements.
• Updating records when further training or assessment is completed.

Module 5: Identifying and Planning Individual Coaching

Identifying coaching needs

• The purpose of workplace coaching.
• Situations in which coaching may be suitable, such as:
  • Improving an existing skill.
  • Developing confidence or independence.
  • Addressing a particular performance gap.
  • Supporting an employee in applying previous training.
  • Preparing an individual for additional responsibility.
• Establishing the required performance or outcome.
• Reviewing the individual’s current performance.
• Gathering information through:
  • Workplace observation.
  • Discussion with the individual.
  • Feedback from managers or colleagues.
  • Performance, quality or productivity information.
  • Previous training or development records.
• Identifying the difference between the current and required performance.
• Discussing the need with the individual.
• Confirming whether coaching is an appropriate response.
• Recognising when training, management action or specialist support would be more suitable.
• Prioritising coaching needs according to their workplace importance.

Planning coaching for an individual

• Establishing a clear purpose for the coaching.
• Agreeing a specific and achievable coaching objective.
• Defining what successful improvement will look like.
• Considering:
  • The individual’s knowledge and experience.
  • The workplace situation.
  • The complexity and risk of the activity.
  • The time and resources available.
  • The support the individual may require.
• Selecting a suitable time and environment.
• Planning appropriate questions and discussion points.
• Using a simple coaching structure or recognised model where helpful.
• Encouraging the individual to consider the current situation and possible options.
• Agreeing practical actions.
• Clarifying responsibilities.
• Establishing realistic timescales.
• Agreeing how progress will be reviewed.
• Recording agreed actions where appropriate.
• Adapting the plan if the individual’s needs or workplace circumstances change.

Module 6: Feedback and Evaluating Coaching

The importance of feedback in coaching

• The purpose of feedback within the coaching process.
• How feedback can support:
  • Awareness of strengths and development needs.
  • Confidence and motivation.
  • Understanding of required standards.
  • Continued learning and improvement.
  • Individual accountability.
• Providing feedback that is:
  • Timely.
  • Specific.
  • Objective.
  • Supported by evidence.
  • Relevant to the agreed coaching objective.
  • Focused on behaviour and performance.
• Recognising achievement and progress.
• Explaining clearly what still needs to improve.
• Allowing the individual to explain their perspective.
• Encouraging self-assessment and reflection.
• Agreeing further actions and support.
• Responding constructively when progress is slower than expected.

Evaluating coaching effectiveness

• Establishing the intended coaching outcome.
• Agreeing how success will be measured.
• Selecting an evaluation method suitable for the coaching objective.
• Suitable methods may include:
  • A planned review discussion.
  • Workplace observation.
  • Comparison with the agreed performance objective.
  • Review of completed work.
  • Feedback from the individual.
  • Feedback from a manager or colleague.
  • Review of relevant quality, safety or productivity information.
• Comparing performance before and after coaching.
• Determining whether the coaching objective has been achieved.
• Identifying whether further coaching, training or other support is required.
• Reviewing the effectiveness of the coaching approach.
• Recording agreed outcomes and further actions.

Module 7: Integrated Training and Coaching Exercise

Participants will work through a construction-based scenario requiring them to:

• Identify an individual’s workplace development need.
• Review the evidence relating to the need.
• Decide whether training, coaching or another form of support is appropriate.
• Explain how the training or coaching need was identified.
• Select at least two suitable workplace training techniques.
• Explain why the selected techniques are appropriate.
• Explain how different learning preferences could be accommodated.
• Give an example of a relevant learning styles model.
• Select a method for evaluating the effectiveness of the training.
• Identify the workplace training records that should be maintained.
• Explain how an individual coaching activity should be planned.
• Identify a suitable coaching objective and review arrangement.
• Explain how feedback would support the coaching process.
• Select a method for evaluating the effectiveness of the coaching.

The exercise is followed by:

• Review of the nine CITB assessment criteria.
• Final questions and clarification.
• Completion of the formal end-of-course assessment.

Course Assessment

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

The assessment covers:

• How to identify the training needs of individuals on site.
• Two or more training techniques appropriate to the workplace.
• How knowledge of different learning styles can assist workplace training, including an example of a relevant learning styles model.
• A method for evaluating the effectiveness of workplace training.
• How workplace training records should be maintained.
• How to identify the coaching needs of individuals in the workplace.
• 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.