2. Coaching is also known as mentoring, instructing or training
What is coaching?
Coaching is also known as mentoring, instructing or training
Designed to support & guide learners to achieve a specific personal/professional goal

3. Determining training needs
Methods to determine needs; 
Observations
Sales report
Mistakes
Complaints
Staff feedback
Stock take
Written Q 1
*performance problems (slow service, mistakes)
*lack of consistency (table set up)
*complaints
*poor reviews
*increase in incidents (safety, first aid)
*high wastage figures
*poor sales figures
*new staff
Reconciliation variances
New staff members

4. Skills you might coach 3-plate carrying, wine pouring, napkin folding
Customer service skills
Handing complaints
Written Q2
Hospitality Industry Skills
*order taking
*tray carrying
*customer service skills
*complaint handling
*3 plate carrying/clearing
*table set-up
Sales skills (upselling, add-ons, suggestive selling)
Selling or promoting products & services
Technical or practical skills, such as operating equipment, making something or completing documentation

5. Don’t unnecessarily duplicate training
KNOW
YOUR
STUDENT
Written Q3
Discuss their past experience, training & courses they have attended
Determined perceived gaps and tailor their training to address these gaps or determine if training will address the problem which has been identified
Don’t unnecessarily duplicate training – time-wasting and de-motivating!

6. Where and when?
Training should take place at specific times/locations;
When the venue is closed
When the venue is quiet
On-the-job
In a simulated environment
Off-site facilities
Before/after work shifts
Written Q4
How to we train staff?
*on the job
*simulated location
*online
*off-site facilities
*role play
*case studies
When do we train staff?
*before/after shifts
*quiet periods
*when the venue is closed

7. Basic principles of coaching
4. Listening to trainee explanation
1. Explanation
5. Observing and evaluating performance
2. Demonstration
Written Q5
Explanation- what they are learning & why they need to learn it
Demonstration – timeframe, standards required
Review – recap steps, resources needed
Listening to trainee explanation – quiz, verbal explanation, recall of steps
Observing and evaluating performance – repetition, perform task more than once
Providing feedback- Should be constructive & helpful
3. Review
6. Providing feedback

8. Importance of DEMONSTRATION
Trainee can form their own opinions and ask questions
Can give the learner an idea of how the skill is performed in industry realistic  conditions
Gives the trainee an opportunity to see how it is performed correctly
Written Qn 6

9. Coaching demonstration

10. Learning styles Auditory 20-30% (hear it) Visual 30-40% (see it)
Kinaesthetic % (do it+ write your own notes + draw what you learn)
In general we remember about 20% of what we hear, 40% of what we see and 80% of what we do

11. chunk your training - aids memory
5-10 minutes in duration
chunk your training - aids memory 
teach employees in smaller chunks over a long period of time instead of cramming all your training in one session
1 or 2 learning objectives per session

12. Preparing TNA – gap analysis Past experience and current skills
Resource requirements
Where (on the job, external provider)
When (before, after, during work)
Who will be training
TNA – gap analysis – Verbally explain this
Trainee willingness and readiness to train – Explain Adult learners – relevance, feel confident in learning environment
Trainee willingness and readiness to train
Develop training plan

13. Training Plan INTRODUCTION
*What they will be learning and why they need to learn it 
*Address time constraints 
*Need to explain the required level to which they are to perform the task  
BODY
*Structure processes to ensure skill achievement 
*Steps of coaching (following side)  
CONCLUSION
*Feedback on performance and further steps to be undertaken
Types of feedback: Positive, constructive, be quick, be specific, put yourself in their shoes, the feedback sandwich
*allows you to prepare for points that people might find difficult to understand
*allows you to present information in a logical order and helps you visualise each step of the coaching session
*can be a brief outline or more complex with scripts etc

14. Training plan design
7. OHS requirements – no tripping hazards, clutter free, clean/sanitary equipment, steps, ingredients, time to compare task to industry standard of coaching
1. Who will you coach? Names of trainees 
2. What will you be coaching & level of competency
8. Key required knowledge
3. Reason for coaching task
9. Overview of coaching
4. Trainees current skill level?
10. Session- 6 principles of coaching with time frames
5. Resources required to conduct coaching
11. Monitoring training progress – post training
12. Difficulties that could arise- time, lack of resources, budget
6. Where/when –date, time, location

15. Legislation
EEO and other anti-discrimination legislation require that:
You give everybody in the workplace the same opportunities to learn and to up-skill or multi-skill
Do not make assumptions that staff members do not want to learn new skills
Meet with each staff member regularly to discuss their performance & what else they would like to learn

16. "The only thing worse than training your employees & having them leave is not training them and having them stay"
Henry Ford, Founder Ford Motor Company