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Description

Barry is new at quality control. He completed three weeks of training, but he has already made two major errors that cost the firm $3000. He's obviously upset and discouraged over his shaky start. If you were Barry's supervisor, what would you do? Situations like this one can cause managers to fret and fuss and begin talking about disciplinary action. However, leaders take a different approach. A leader would take the time to coach Barry and find out what's really going on--perhaps determining that three weeks of training wasn't quite enough. Or perhaps discovering that Barry's mother died recently and he's struggling to concentrate. Or offering to find a mentor for Barry until the situation eases. Taking the time to evaluate a situation and making an action plan is part of the process of coaching for performance that you'll explore in this course. You'll learn when it's appropriate to mentor, train, counsel, or discipline an employee, and you'll be given guidelines and tips on how to perform each of these tasks in the most effective manner possible.

Learning Objectives
  • Recognize the value of effective coaching.
  • Identify the characteristics of a good coach.
  • Choose the principles of good coaching.
  • Select the elements of an effective coaching process.
  • Recognize the importance of effective motivation.
  • Identify the elements of effective motivation.
  • Choose effective practices for giving feedback.
  • Select the elements of a constructive feedback session.
  • Recognize the value of effective training techniques.
  • Identify the factors in effective adult learning.
  • Choose the factors of a training-needs assessment.
  • Identify effective training methods.
  • Recognize the importance of sound counseling techniques.
  • Identify situations when counseling is appropriate.
  • Choose the elements of effective counseling.
  • Apply the elements of counseling to a scenario by choosing opening remarks that are both appropriate and fair, given the situation.
  • Audience

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