Communication Skills for On-the-Job Trainers:
The Language of Encouragement

TeamOJT Tip of the Month for June, 2003

It is a mistake to think the best way to help trainees is to criticize what they do wrong. This is especially true for adults. Adults tend to take errors personally and to let them affect their self-esteem. Once discouraged, they stop learning!

"Constructive criticism" is a contradiction in terms. Constructive means to build up. Criticism means to tear down. It does not change behavior. This does not mean that you shouldn't let trainees know when there is room for improvement. It means that you don't have to make them feel worse in order to get them to do better.

All the training skills in the world will count for nothing if you fail to actively encourage the trainee. Although ultimately the trainee is responsible for his/her own progress, the trainer is held accountable for the quality of the training. By paying close attention to the language you use when coaching the trainee and when giving feedback on task performance, you can either encourage or discourage the trainee.

Coaching and giving feedback are the two most important communication skills for one-on-one trainers to master. Coaching is for the purpose of redirecting behavior when trainees make mistakes. Coaching should always mentally challenge the trainee, not discourage through criticism, fault-finding, or pointing out mistakes. A discouraged trainee will stop trying. When coaching, use alternative statements like the following:

• "How else might you do that step?"
• "Let me offer a suggestion............................."
• "See if this works better for you.......(explain and demonstrate)........"
• "Why don't you try a different approach?"

Feedback is for the purpose of building self-esteem through encouragement, and like coaching, should never be negative or critical. A discouraged trainee will not learn. When giving feedback, use encouraging statements. Encouraging statements:

• Demonstrate acceptance - separate the performance from the performer
• Show confidence
• Focus on assets and strengths
• Recognize effort and improvement, not perfection

• "That was a good job of...........(something specific)......."
• "I liked the way you handled..........(something specific)........"
• "You've improved in.........(something specific).........."
• "You're making progress. Hang in there."
• "It usually takes a couple of practice sessions to master that step."
• "I'm confident that you can do it."

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