A Lesson Plan for Coaching Sessions: Facilitator Guide

Format Panduan Coaching untuk Fasilitator

A. Deskripsi Kegiatan Coaching Versi Ringkas sebagai
Main Activities
Deskripsi kegiatan Coaching menjelaskan karakteristik kegiatan secara
garis besar. Profil kegiatan dan masalah spesifik Coaching diuraikan
dengan singkat di sini menurut butir-butir berikut:
1. Topik atau Tema: Berisi nama atau judul yang sesuai dengan jenis
kegiatan atau bidang pembahasan/matakuliah dan Kode
Identitas Kegiatan
2. Maksud: Atau disebut juga Purposes menjelaskan alasan-alasan
mengapa topik atau tema tertentu ditetapkan dalam
kegiatan atau kuliah tersebut. Status permasalahan
sampai tahap Coaching saat ini digambarkan di sini
menurut kondisi, kinerja, dan standar penyelesaian
tertentu. Rumusan maksud atau Purposes disusun
ringkas (maksimal dua paragrap dan masing-masing
paragrap berisi tiga atau empat kalimat pendek).
3. Learning

Objectives in General atau Tujuan Umum

Pembelajaran: Bagian ini merincikan dalam daftar
atau item list tentang apa dan bagaimana peserta
kegiatan pembelajaran diharapkan dapat melakukan
sesuatu selama dan sesudah sesi kegiatan (Main
Activity), misalnya: hasil-kinerja yang dapat dicapai,
kompetensi yang perlu dicapai/ditunjukkan, knowledgeskills-ability (KSA), dan feelings atau affection.
Rumusan objectives mencerminkan pembagian materi
ajar/belajar yang terinci beberapa tahap dan saling
berhubungan lanjut (sequences). Kemudian, masingmasing rumusan objectives harus siap dijadikan subtopik atau sub-tema bagi kegiatan-kegitan lebih detil
(sub-activities). Contoh untuk itu dapat dilihat pada
Lampiran Panduan ini tentang Overview atau Outline
Pengorganisasian Materi Ajar/Belajar.

4. Proses Coaching: Memberikan identifikasi atau gambaran tentang

langkah-langkah kegiatan coaching yang menjadi
prioritas (lihat lembar lampiran Format Langkahlangkah Coaching pada halaman berikut, yang terdiri
dari: Persiapan, Diskusi-Analisis, dan Penyelesaian).
Misalnya, diskusi-analisis untuk Langkah 2 langsung
diberikan gambaran prosesnya di sini sesuai topik atau
tema kegiatan. Penjelasan tentang Proses Coaching ini
merupakan gambaran umum tentang strategi atau
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A Lesson Plan for Coaching Sessions: Facilitator Guide

metode pengelolaan kegiatan coaching yang hampir

mirip
dengan
delivery
methods
atau
metode
penyampaian/pencapaian, dan dikaitkan langsung
dengan rangkaian
5. materi ajar/belajar atau substansi kegiatan (sub-activities).

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A Lesson Plan for Coaching Sessions: Facilitator Guide

B. Lesson Plan atau Facilitator Guide

Lesson Plan atau Facilitator Guide (selanjutnya disebut Panduan
Pelatihan/Pembelajaran) merupakan rancangan detil dari suatu
kegiatan pelatihan/pembelajaran dengan sub-topik atau sub-tema
yang lebih fokus. Butir-butir Sub-activities seperti pada Sample:
Outline of Content Organization dijabarkan lebih rinci di sini.
Gambaran kondisi, kinerja, dan standar kegiatan-kegiatan rinci
untuk peserta harus jelas diuraikan. Panduan tersebut memuat
butir-butir identifikasi kegiatan Coaching sebagai berikut:
1. Judul Sub-aktivitas: Nama kegiatan dan jelaskan singkat
tentang cakupan kegiatan pada sub-aktivitas ini
2. Learning Objectives and Learning Outcomes: Menjelaskan
tujuan-tujuan dari sub-aktivitas secara lebih fokus dan
operasional
menurut
perspektif
peserta
yang
akan
melakukannya. Hasil kinerja belajar juga dijabarkan untuk
mempertegas
rumusan
tujuan
menjadi
satuan-satuan
kompetensi
yang
transferable
untuk
praktek
dan
penerapannya. Learning outcomes dapat dirumuskan dengan
range of statements yang termasuk near tranfer atau far
transfer, dan road transfer atau map transfer.
3. Waktu: Petunjuk tentang waktu atau jadwal kegiatan
4. Sarana-prasarana
atau
Supporting
Materials:
Perlengkapan atau supply yang diperlukan untuk mendukung
kegiatan.
6. Rincian Aktivitas: Semua aktivitas dijelaskan disini secara

berurutan sesuai prinsip-prinsip pengorganisasian

materi ajar/belajar. Langkah-langkah Coaching
teridentifkasi dengan jelas. Keterkaitan antara
detil materi ajar/belajar dan langkah Coaching
dipaparkan dengan spesifik pula.
7. Saran-saran

dan Komentar: Disini disajikan gagasangagasan, usulan-saran, macam-macam masukan

pengalaman belajar lain-lain, dan rekomendasi
tentang suatu fokus tertentu. Penyajian saransaran dan komentar seperti itu merupakan usaha
fasilitator untuk memperkaya pengelolaan proses
Coaching bagi kepentingan peserta. Oleh karena
itu, fasilitator perlu menganjurkan peserta untuk
membuat Jurnal Belajar yang mencatat atau

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A Lesson Plan for Coaching Sessions: Facilitator Guide

merekam hal-hal penting bagi mereka sendiri

masing-masing.
8. Catatan dan Peringatan: Menunjukkan beberapa gambaran

situasi
yang
mungkin
sensitif
atau
yang
memerlukan perhatian khusus selama proses
Coaching.
Kehati-hatian
fasilitator
dalam
mengelola kegiatan harus mempertimbangkan isi
catatan dan peringatan yang ada di sini.
Sedangkan untuk peserta perlu diingatkan agar
mereka
merekam
hal
sensitif
atau
yang
memerlukan perhatian khusus tersebut didalam
Jurnal Belajar mereka.
9. Handouts: Sebutkan dan jelaskan tambahan handouts lebih

lanjut tentang bagaimana kegiatan Coaching

dilaksanakan. Handouts dipakai untuk melengkapi
hal-hal teknis yang diperlukan peserta agar
melaksanakan kegiatan secara lebih mandiri (selfdierected learning). Jenisnya tergantung pada
fokus spesifik langkah-langkah Coaching masingmasing,
walaupun
tidak
semua
langkah
memerlukan Handouts.

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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide

LANGKAH-LANGKAH COACHING PROCESS

Fase Persiapan

Langkah 1

Langkah 2

Langkah 3

Langkah 4

Memperjelas
ekspetasi

Mengamati
kinerja

Menganalisa
Permasalahan

Mengidentifikasi
gaya kepribadian

Fase Diskusi dan Coaching Analysis

Langkah 1

Langkah 2

Langkah 3

Membangun
lingkungan yang
nyaman

Menguraikan
permasalahan dan
ekspektasi

Mendorong penilaian
mandiri

Langkah 6

Langkah 5

Langkah 4

Menyetujui solusi

Menggali solusi
alternatif

Menyetujui sifat
permasalahan

Fase Penyelesaian

Langkah 1

Langkah 2

Langkah 3

Membuat
action plan

Memantau
kemajuan/progress
karyawan/peserta

Menyediakan
follow-up coaching

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SAMPLE
OVERVIEW ATAU OUTLINE PENGORGANISASIAN MATERI AJAR/BELAJAR
Main-Activity
No
.
1.
1

Topic
The group
discussion
method

General Learning
Objectives
After this activity, the
trainees will be able to
explain the various
techniques used in a group
discussion that achieves a
given objective

Sub-Activity
Time
Clas
s

2h
&
15

Fiel
d

Specific Learning
Objectives

No

Topic

1.1.1
.

The
definition,
purpose and
use of group
dis- cussion

To define and describe the

purpose of conducting
group discussion and how
to do it

1.1.2
.

Procedure
for
conducting a
group
discussion

To discuss the procedure of

a group discussion
technique and to complete
its given topic

The
brainstorming
Technique

After this activity, the

trainees will be able, given
a topic and situation, to use
the brainstorming technique
to generate a list of ideas
relevant to the topic, rank
them and select the most
appropriate to the specific

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2h
&
45

1.2.1

The purpose
and stages of
brainstormin
g technique

1.2.2

Preparing
and

45

1h

30

EVALUATIO
N for No.
1.1.
1.
2

Time
Cla
ss

To state the purpose of

brainstorm-ing, identify the
situation when it can best
be used, and the stages of
the technique

45

30

To list the important steps

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Main-Activity
No
.

Topic

General Learning
Objectives

Sub-Activity
Time
Clas
s

Fiel
d

No

topic and situation

1.2.3

Topic

Specific Learning
Objectives

conducting a
brainstormin
g session

in preparing and
conducting a brainstorming
session

Brainstormin
g

EVALUATIO
N for No.
1.2.
1.
3

The critical
incident

After this activity, the

trainees will be able to use
the critical incident to start
a discussion on a given
topic

1h
&
20

1.3.1

1.3.2

The purpose
and use of
the critical
incident

To describe the critical

incident, its purpose and
use

How to use
the critical
incident

To explain all the

requirements and
preparation needed and
how the critical incident is
used

EVALUATIO
N for No. 1.3
1.
4

The picture
starter

After this activity, the

trainees will be able to
readily adapt and use the
picture starter method for

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2h
&
20

1.4.1

Given a specific topic, to

conduct a brainstroming
activity that achieves the
task of generating, ranking
and selecting ideas
appropriate to the topic

The purpose
of the
picture
starter

To describe the purpose of

the picture starter method

Time
Cla
ss

30

30

40

20

20

20

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Main-Activity
No
.

Topic

General Learning
Objectives

Sub-Activity
Time
Clas
s

their farmers training

Fiel
d

No
1.4.2

1.4.3

Topic
How to
conduct a
picture
starter
session
Using the
picture
starter

Specific Learning
Objectives
To list all the steps needed
in conducting all picture
starter session
To use the picture starter to
get farmers focus their
thinking and talk about
their experience on the
major pests in their fields

Time
Cla
ss

1h

40

20

EVALUATIO
N for No. 1.4
1.
5

The buzz
session

Upon completion of this

activity, the trainees will be
able to conduct buzz session
in order to generate intense
discussion on a
controversial topic within
short time

1h
&
45

1.5.1
1.5.2
1.5.3

What is a
buzz
session?

To explain what is a buzz

session

How to
conduct a
buzz
session?

To list all the steps in

conducting a buzz session

Using the
buzz session

EVALUATIO
N for No. 1.5

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20
20
20

To use a buzz session to

generate intense discussion
and get lots of ideas on a
given topic within a short
time

20

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Main-Activity
No
.

Topic

1.
6

Scaring session

General Learning
Objectives
Upon completion of this
activity, the trainees will be
able to conduct a scaring
session according to a given
objective

Sub-Activity
Time
Clas
s

Fiel
d

No

Topic

2h
&
20

2h

1.6.1

Definition
and purpose
of a scaring
session

1.6.2
1.6.3

Organizing a
scaring
session
Conducting a
scaring
session to
motivate
farmers to
practice IPM

Specific Learning
Objectives

Time
Cla
ss

To define what is a scaring

session and its purpose

20

To organize a scaring
sesion according to specific
objectives

30

To prepare and conduct a

scaring session that will
motivate farmers to
practice IPM

1h

30

EVALUATIO
N for No. 1.6
1.
7

Role Playing

Upon completion of this

activity, the trainees will be
able to write and conduct a
role playing according to a
given instruction topic

2h
&
30

1.7.1

1.7.2

The role
playing
methods

To describe the role playing

method, its purpose, uses,
and the process of a role
playing activity

Conducting a
role playing

Given a topic, to design and

conduct a role playing

EVALUATIO
N for No. 1.7

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1h

2h

30

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Main-Activity
No
.

Topic

General Learning
Objectives

TOTAL INSTRUCTIONAL HOURS FOR

COURSE

Sub-Activity
Time
Clas
s

Fiel
d

No

Topic

CLASS

FIELD

TOTAL

15H &
15

2H

17H &
15

Specific Learning
Objectives

Sumber: Tim Wentling, 1993. Planning for Effective Training. FAO United Nations, Rome

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Time
Cla
ss

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Appendix Sample of the different (conventional)

types of objectives and learning outcomes for
use of their formulation in the syllabus and
lesson plans
Adapted from: A Booklet produced by Professor Henry Ellington, EDU Director and Shirley Earl,
EDU Staff Development Coordinator for use as a course reader for the Postgraduate Certificate in
Tertiary-Level Teaching, The Robert Gordon University, 1999. London.
http://www.nalanda.nitc.ac.in/misc/general/ciced/index_detailed.html

Benjamin Bloom, has been influential in clarifying and organizing

educational thought regarding the classification of objectives (the
1950's). Bloom and his co-workers contended that objectives are
attainable in three distinct areas, or domains: the cognitive
domain, affective domain and psychomotor domain. These can be
thought of as being respectively concerned with knowledge-related
objectives, attitude-related objectives and motor skills-related
objectives.
The Cognitive Domain. This contains objectives which are
related to the acquisition and application of knowledge and
understanding, and probably includes the great majority of
educational and training objectives. An example of such an
objective might be:
"The student should be able to calculate all the dimensions of a
triangle given the lengths of two sides and the size of the angle
between them".
Bloom and his co-workers also divided the cognitive domain into
six distinct levels, each level building on those below and
representing a progressively higher level of cognitive activity.
Their hierarchy of the cognitive domain is shown in Figure 3.

Level Evaluation - making judgements/critical comparisons on

the basis of agreed criteria.
6:
Level Synthesis - bringing elements together to form a new,
coherent whole.
5:
Level Analysis - breaking a system down into its constituent
elements.
4:
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Level Application - applying procedures/systems/rules in specific

situations.
3:
Level Comprehension
information.
2:

understanding

and

interpreting

Level Knowledge - recalling information

1:
Figure 3 : Bloom's hierarchical classification of the cognitive
domain (1956)
The Affective Domain. This contains objectives that are
concerned with attitudes and feelings which are brought about as
a result of some educational or training process. An example of
such an objective might be:
"The trainee lecturer should exercise empathy when counselling
students".
The affective domain was also divided into a number of distinct,
hierarchical levels, as shown in Figure 4. This work was carried
out by Bloom and his co-worker Krathwohl.

Level Characterisation - integrating one's beliefs, ideas and

attitudes into a total, all-embracing philosophy.
5:
Level Organisation - making adjustments or decisions from
among several alternatives.
4:
Level Valuing - committing oneself to taking up an attitudinal
position.
3:
Level Responding - showing active interest in something.
2:
Level Receiving - developing an awareness of something.
1:
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Figure 4 : The Bloom/Krathwohl hierarchy of the affective domain

(1964)
The Psychomotor Domain. This contains objectives that deal
with the development of manipulative or physical skills - things like
measuring, setting up and using equipment, using tools, drawing
graphs, and so on. An example of such an objective might be:
"The student should be able to assemble and use the distillation
apparatus provided".
A number of hierarchical classifications of the psychomotor
domain were subsequently produced, probably the best known
being the one by Kibler shown in Figure 5.

Level Speech Behaviours - sound production and projection;

sound/gesture coordination.
4:
Level Non-Verbal
Communication
gestures, bodily movements.
3:

facial

expressions,

Level Finely-Coordinated Movements - movements of hand

and fingers, hand and eye, eye and foot, etc.
2:
Level Gross Body Movements - movements of arms, shoulders,
trunk, feet and legs.
1:
Figure 5 : Kibler's hierarchy of the psychomotor domain (1970)
Although the work of Bloom and his successors has had a
tremendous influence on educational thinking, the above tripartite
classification of objectives/learning outcomes has since been
modified in a number of important respects. First, it has been
recognised that most of the levels of the cognitive domain overlap
to a considerable extent, and that the only real gap is that between
Level 2 (Comprehension) and Level 3 (Application). For this
reason, it is now customary to talk simply of lower cognitive
objectives (encompassing Levels 1 and 2 of Bloom's hierarchy) and
higher-cognitive objectives (encompassing Levels 3-6 of Bloom's
hierarchy). Second, it has been recognised that Bloom and his coworkers completely ignored one of the most important of all
groups of objectives - those covering the various 'life skills' such as
decision-making,
problem-solving,
creative
thinking,
communication and interpersonal skills. Some of these fall
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naturally into the class of 'higher-cognitive objectives', while

others can be thought of a constituting a completely new 'domain' the interpersonal domain. Third, it has been recognised that many
objectives and learning outcomes defy rigid classification of the
type advocated by Bloom and his successors, since they have
overlapping aspects that fall into more than one category.
For the above reasons, a much simpler, less rigid scheme for
classifying educational objectives and learning outcomes has
achieved widespread acceptance in recent years, and is
commended to all teachers and lecturers. It recognises the
following five broad types of objectives and learning outcomes:

Lower cognitive - comprising the first two levels

(knowledge and comprehension) of Bloom's cognitive
domain, and containing all objectives and learning outcomes
related to the acquisition of knowledge and basic
understanding.
Higher cognitive - comprising the top four levels
(application, analysis, synthesis and evaluation) of Bloom's
cognitive domain, and including all objectives and earning
outcomes related to interpretation of information, decision
making, problem solving and planning.
Affective - comprising all five levels of the affective domain,
ie including all objectives and learning outcomes related to
feelings, attitudes and values.
Psychomotor - comprising all four levels of the psychomotor
domain, ie including all objectives and learning outcomes
related to motor skills, manual dexterity, hand-eye
coordination, practical abilities, and so on.
Interpersonal - covering all the various 'life skills' that were
not catered for by Bloom's original tripartite classification,
including all objectives and learning outcomes related to
communication (written and oral), listening, working as part
of a team, interacting with other people, acting as a leader,
and so on.

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Contoh Penulisan Deskriptor Kompetensi

Competence 7: Can work effectively as a member of a team
General Range Statement
This competence is about the achievement of goals and objectives in
collaboration with colleagues. In the work place, this may be as a
member of a small office or laboratory team, a maintenance team or
a production or manufacturing team. At college, vocational situations
could be devised where tasks are completed by team work.
Range Statement: The learner will have to be able to operate
effectively as a team members and leader. Situations should be
devised to enable the learner to identify where the use of team work
would be of advantage and to manage the process accordingly.
Performance Criteria
a. Need and opportunities for team work are identified.
b. Team members' strengths and weaknesses are evaluated and
shared responsibility for allocation of team tasks is agreed and
undertaken.
c. Individual contributions to team tasks are delegated and
accepted to meet organizational goals.
d. Other team members are listened to, helped and supported.
e. Potential problems are assessed and appropriate action is taken.
f. Self-evaluation of own contributions to team tasks is undertaken.
Adaptasi dari Ellington Figure 6 : An example of a competence descriptor

Tabel Kata Kerja untuk Penulisan Deskriptor Kompetensi dalam

Statements of Learning Objectives and Outcomes menurut
Cognitive Domain
Activities giving evidence of knowing:
Define, describe, identify, label, list, name, outline, reproduce,
recall, select, state, present, be aware of, extract, organise,
recount, write, recognise, measure, underline, repeat, relate,
know, match.
Activities giving evidence of comprehension:
Interpret, translate, estimate, justify, comprehend, convert, clarify,
defend, distinguish, estimate, explain, extend, generalise,
exemplify, give examples of, infer, paraphrase, predict, rewrite,
summarise, discuss, perform, report, present, restate, identify,
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illustrate, indicate, find, select, understand, represent, name,

formulate, judge, contrast, translate, classify, express, compare.
Activities
giving
evidence
of
application
of
knowledge/understanding:
Apply, solve, construct, demonstrate, change, compute, discover,
manipulate, modify, operate, predict, prepare, produce, relate,
show, use, give examples, exemplify, draw (up), select, explain
how, find, choose, assess, practise, operate, illustrate, verify.
Activities giving evidence of analysis:
Recognise, distinguish between, evaluate, analyse, break down,
differentiate, identify, illustrate how, infer, outline, point out,
relate, select, separate, divide/subdivide, compare, contrast,
justify, resolve, devote, examine, conclude, criticise, question,
diagnose, identify, categorise, elucidate.
Activities giving evidence of synthesis:
Propose, present, structure, integrate, formulate, teach, develop,
combine, compile, compose, create, devise, design, explain,
generate, modify, organise, plan, re-arrange, reconstruct, relate,
re-organise, revise, write, summarise, tell, account for, restate,
report, alter, argue, order, select, manage, generalise, precis,
derive, conclude, build up, engender, synthesise, put together,
suggest, enlarge.
Activities giving evidence of evaluation:
Judge, appraise, assess, conclude, compare, contrast, describe
how, criticise, discriminate, justify, defend, evaluate, rate,
determine, criticise, choose, value, question.
Adaptasi dari Ellington Figure 7 : An example of a vocabulary aid (1995)

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Contoh Penulisan Deskriptor Kompetensi

(Adaptasi dari Ellington Figure 6 : An example of a competence
descriptor)

Competence 7: Can work effectively as a member of

a team
General Range Statement:
This competence is about the achievement of goals and objectives in collaboration
with colleagues. In the work place, this may be as a member of a small office or
laboratory team, a maintenance team or a production or manufacturing team. At
college, vocational situations could be devised where tasks are completed by team
work.
Range Statement:

The learner will have to be able to operate effectively as a team members and
leader.
Situations and conditions should be devised to enable the learner to identify
where the use of team work would be of advantage and to manage the process
accordingly.

Performance Criteria or Standards:

a. Need and opportunities for team work are identified.
b. Team members' strengths and weaknesses are evaluated and shared
responsibility for allocation of team tasks is agreed and undertaken.
c. Individual contributions to team tasks are delegated and accepted to meet
organizational goals.
d. Other team members are listened to, helped and supported.
e. Potential problems are assessed and appropriate action is taken.
f. Self-evaluation of own contributions to team tasks is undertaken.

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Transfer of Learning untuk Perumusan Learning Outcomes

Masukan Trai
ning
Karakteristik
Peserta:
Kemampuan,
Kepribadian,
Motivasi

Hasilkeluaran
Training

Kondisi
Transfer

Desain
Belajar dan
Generalisasi
Training:
Retensi
dan
Prinsip belajar,
Urutan, Isi
Pengelolaan
Materi
Ajar/Belajar
Lingkungan
kerja:
Dukungan,
Peluang untuk
mempraktekkan
hasil
belajar
Adaptasi
dari: DeSimone (1998: p 69) tentang Baldwin & Fords
(1988) Transfer of Training Model

Kesimpulan model tersebut di atas menggambarkan kualitas

belajar, retensi, dan transfer yang dipengaruhi oleh tiga
masukan serentak (karakteristik peserta, desain training, dan
lingkungan kerja). Sedangkan transfer sendiri juga dapat
dipengaruhi langsung oleh karakteristik peserta dan lingkungan
kerja. Model tersebut di atas belum memberikan kesimpulan
konklusif berdasar bukti-bukti riset yang mencukupi (DeSimone,
1998: p 69). Di situ nampak bahwa tranfer of learning masih
menyimpan berbagai masalah rumit yang memerlukan kajian
cermat sebelum dapat dipastikan tingkat efektivitasnya didalam
pekerjaan. Tetapi, menurut berbagai temuan/riset lain dan
menurut
pengalaman
penerapan
prinsip-prinsip
desain
pelatihan/pembelajaran, kemungkinan-kemungkinan untuk lebih
memaksimalkan transfer of learning masih terbuka, khususnya
maksimalisasi dengan menggunakan: unsur-unsur identik situasi
training dan situasi kinerja, unsur-unsur umum yang fundamental,
rangsangan belajar yang bervariasi, dukungan lingkungan kerja
dan peluang untuk menerapkan hasil belajar (DeSimone, 1998: pp
68-72).
Kesamaan situasi antara belajar dan situasi kinerja pekerjaan akan
memacu proses transfer dengan lebih baik, misalnya pendekatan
pelatihan/ pembelajaran yang menggunakan simulasi seperti: case
study, business game, role playing, dan lain-lain yang mampu
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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide

mendekatkan persamaan situasi belajar dan pekerjaan. Sehingga,

ketika peserta atau karyawan masuk kembali ke pekerjaannya,
maka ia tidak canggung, bahkan kemungkinan besar yang
bersangkutan
langsung
dapat
menerapkan
hasil-keluaran
pelatihan untuk meningkatkans kinerjanya. Tipe transfer seperti
itu disebut sebagai near transfer yang dibedakan dari far tranfer
(Johnson, S.D. (1995).
Penggunaan prinsip-prinsip umum/fundamental dalam belajar juga
dapat memaksimalkan transfer. Disini tranfer dimaksimalkan
dengan menggunakan penerapan konsep-konsep umum dan teori
yang lebih komprehensif, sehingga seseorang akan mampu
mentransformasikannya ke berbagai situasi dan lingkungan kerja.
Transfer serupa itu disebut far transfer dimana situasi belajar
yang berbeda dengan situasi kerja dapat dijembatani oleh
penggunaan teori dan konsep-konsep fundamental.
Variasi cara mempelajari sesuatu yang diperlukan untuk transfer
juga dapat memaksimalkan transfer itu sendiri (Johnson, 1995
tentang low road transfer dan high road transfer). Contohnya
ditunjukkan seperti cara latihan praktek mengemudi kendaraan
(low road transfer) dan cara menerapkan prinsip permainan catur
yang dipakai untuk menentukan strategi peperangan bagi
komandan pasukan perang (high road atau far transfer). Sehingga,
cara seperti itu nampak sesuai dengan penerapan prinsip variasi
rangsangan belajar sebagaimana dikemukan oleh DeSimone
(1998: 70 dengan mengutip Ellis 1965).

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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide

Contoh Format Proses Coaching (Main Activities) dalam siklus

proses
PERSIAPAN
Ekspektasi

Kinerja

Analisa Masalah

Identifikasi Learning Styles :

DISKUSI DAN ANALISA COACHING

Langkah 1

Langkah 2

Langkah 3

Membangun
lingkungan yang
nyaman

Menguraikan
permasalahan dan
ekspektasi

Mendorong penilaian
mandiri

Langkah 6

Langkah 5

Langkah 4

Menyetujui solusi

Menggali solusi
alternatif

Menyetujui sifat
permasalahan

1. Ice Breaking :
2. Diskusi Uraian Masalah dan Ekspektasi :
3. Penilaian Mandiri :
4. Decision Making Process :
5. Solusi Alternatif :
6. Identifikasi Karakteristik Alternatif :

I M P L E M E N TA S I
1. Action Plans :
T. Soemarman, The Management of Training 2007
Langkah 1

Langkah 2

Langkah 3

Membuat
action plan

Memantau
kemajuan/progress
karyawan/peserta

Menyediakan
follow-up coaching

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Appendix to Lesson Plan for Coaching Sessions: Facilitator Guide

2. Monitoring :
3. Follow Up :

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