Developing effective interpersonal skills in training

Leslie Rae

Background and situation

Leslie was involved in coaching a member of his Train the Trainers team in more effective interpersonal skills in training. This led the trainer involved to take over the existing interpersonal skills module and improve it where necessary. Leslie s coaching skills were built up through attendance on two formal coaching courses, being allocated coaching projects by his boss and being provided with follow-up support from the consultants who ran the training courses that he attended. He feels that much of his learning came from practical experience and learning from mistakes he made.

The process

The coaching was initiated by a discussion around the proposed future action with the member of staff, to agree a total approach.

The first step was for the trainer to attend three of the existing modules (three because in view of the type of event, every one can be different in approach and results). A report giving the trainer s views on the module was written and, again with agreement, a discussion took place with the module trainer, the coachee and Leslie as coach.

The next stage was for the trainer to attend an externally provided interpersonal skills course, run by a very experienced consultant of international standard. On return there was again a triad discussion, then the module trainer and the coachee met to agree possible changes, innovations etc. Both were given Leslie s go-ahead once agreement was reached.

The coachee held three modules, the first with the original trainer supporting actively, the second with the original trainer sitting in as observer, the third as a ˜solo effort. The coachee obtained validation and evaluation information and the triad met again to discuss the results. The coachee felt he needed further support, and attendance on a different external event was agreed and followed. During the next six months, during which the coachee was responsible for several module events, review dates had been agreed and followed with a final ˜end of coaching assignment triad meeting. The trainer then continued to be the trainer responsible for the module.

Positive aspects of this approach

The approach involved the generation of an open atmosphere between the three individuals involved. All members of the triad had the interest and enthusiasm for the project which led to an attitude of mutual support for the good of the module, the trainers and (above all) the learners who attended the events.

Challenges faced

The major challenge involved generating the openness required to achieve the coaching goals. This was achieved as described above, through the positive nature of those involved in the coaching relationship.

Learning

Leslie commented on the importance of developing openness within the coaching relationships.

Top tips

Learn as much as you can about the methods from books, open programmes etc; attend at least one well-recommended and experiential training course before you start to do anything. Then try to put as much coaching into action as possible, preferably with the support of a coach in situ , ie being coached as you practise coaching, taking simpler, easier projects to start with, then moving on to the more difficult and complex ones.

Final words

For the coach, coaching, performed effectively, is the most cost- and value-effective method of improving the skills of a person (ie training the person “ the person learning); it uses work situations in the main and therefore is both productive while the coaching is proceeding and cost-effective without long absences on too many training and repeat training courses (other than those essential). But the coach must be effective in the skills of coaching, otherwise it is possible for more harm than good to result.

Authors comments

This case study illustrates a situation where the coaching relationship involves three individuals. The description of the process indicates the importance of an effective working relationship in enabling the coaching goals to be achieved.

The process that was followed was a flexible one, initiated by the coach, but built wholly around the needs and progress of the coachee.

Leslie s comments highlight the relationship between coaching and training “ the coachee attended two external courses to help with his skills development and the learning from these courses was supported and practised through the coaching process.