How to Perform On-the-job Training - Dean Amory

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Step 6: Now that you have you the people, the program and the time it’s time to set your plan into action. Tips Make sure that you send out the training plan to all the participants well in advance so that they don’t miss the training. For classroom training training handouts and stationary like pens, notepads, post its etc need to be kept ready before the training can start. Type out your training plan on MS Word or Excel so it's a lot more organized. Why do you need a training plan? Source: http://www.sdtf.org.pg/ Skills Development Trust Fund A training plan helps you to: • organise the training course • record the details of the training course • apply for approval and / or funding to run the course. Before you can develop a training plan, you first have to identify training needs. The training plan is what you need to do to deliver training to meet these needs. How to develop a training plan To develop a training plan it is important to follow these seven steps. 1. Write a course title 2. Select a trainer 3. Write a learning outcome 4. Write a session plan 5. Write a training time table 6. Determine total resource needs 7. Calculate total resource cost 1. Write a course title The training course title should be a statement that describes what the course is about. It must be consistent with the identified training subject. Examples of good course titles - How to perform on the job training - What every ojt coach should know about skills training Examples of bad course titles - Coaching: (much too general: is this an article about life coaching, executive coaching, ... - is it a user guide, a workbook, ...?) - On The Job Training: (still too general: is the document a training program for ojt or a handout for a specific training need?) 2. Select a trainer It may be a good idea to design a checklist to select a trainer for your training course: 114
Example: Criteria ----------------------------------------------------------------------------------- rating 1 2 3 4 5 TRAINING Technical experience (has executed the job himself) Training experience QUALIFICATIONS Has completed a "train the trainer" course KNOWLEDGE Technical knowledge Knowledge of trainees, department, company, ... SKILLS Technical Skills (know the job through and through) Training Skills (is able to train a group of people, to communicate and provide helpful feedback.) PERSONAL Trainer's fee Availability 3. Write a Learning Outcome A learning outcome is a statement that tells the trainees what they should be able to do at the end of the training course. It must be consistent with the course title. Example For the course title "Making mango jam to improve your income", the learning outcome might be: "At the end of this training course trainees should be able to make mango jam to sell at the local market." Learning Outcomes are goals and, like all goals, should be defined as smart goals: specific, measurable, attractive, realistic and timed. Use this checklist when writing a basic learning outcome: The learning outcome has a verb The learning outcome is measurable The learning outcome is consistent with the course title Example of good learning outcome: Course title: Sewing a meri blouse to earn an income Learning outcome: At the end of the course trainees should be able to sew a meri blouse for sale at the market using a manual sewing machine. 4. Write a session plan A session plan are the outline that will be used by the trainer during training. It includes all the information needed by the trainer including content, resources and timing. The content should be organised so that it gives the training session structure and to ensure information is covered in a way that helps trainees to learn. 115
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How to Perform On-the-job Training
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Title: How to Perform On-The-Job Tr
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5. Coaching Tips ..................
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8.4 Workshop Topics ...............
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On-the-job training 1. General Intr
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2. Professional Coaching © Copyrig
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Here are several quotes that can en
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STEP THREE Build an appreciative an
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4. A Comprehensive Program to Deliv
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Goals — setting and clarifying re
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did not recognize that his techniqu
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6. Make Learning Fun Narrative of a
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11. Hand the initiative over to the
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negative way (in our terms, that it
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Coaching Tip 2 - General Tips Some
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Coaching Tip 6 - Use The Art of Cha
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Remember that training and developm
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6.2 Glossary of Terms Activity A wa
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On-the-job instruction: I would use
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off-the-job training costs being hi
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that individual to perform the task
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their development, and should be ap
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The coach should minimize interrupt
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The last element is to document the
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If the evaluation standard was deve
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6.7 Training Methods Review of acti
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6.9 Learning Styles How does a trai
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That said, Learning Styles theories
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These learning styles are the combi
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in information and science careers.
Page 63 and 64: confirm information received with o
Page 65 and 66: possible. Make sure the trainee can
Page 67 and 68: What information the trainee expect
Page 69 and 70: Writing learning objectives Aim: To
Page 71 and 72: Review of activity 4B Each of the m
Page 73 and 74: Review of activity 1C Now that you
Page 75 and 76: 6.12 Introducing The Coaching Sessi
Page 77 and 78: Review of activity 4C Positioning o
Page 79 and 80: 6.14 Monitoring Trainee’s Progres
Page 81 and 82: learned. There is nothing wrong wit
Page 85 and 86: 6.18 Evaluating Feedback Aim: To de
Page 87 and 88: 6.21 The Coaching Process - Appendi
Page 89 and 90: check their own work and assess it
Page 91 and 92: 7. Coaching Skills for On-the-Job T
Page 93 and 94: The relationship between the coach
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Page 97 and 98: Evaluating trainee performance It i
Page 99 and 100: 7.10 Evaluating the program The eva
Page 101 and 102: 8. Guide To Conducting A Coaching S
Page 103 and 104: will take place. Other topics, such
Page 105 and 106: 8.6 Workshop Evaluation It is very
Page 107 and 108: Refer trainees to Unit 1 for this d
Page 109 and 110: Nonverbal behaviour is important to
Page 111 and 112: Coach’s Responsibilities include:
Page 113: 8.12 Unit 4: Preparing a Training O
Page 117 and 118: 6. Determine total resource needs Y
Page 119 and 120: 8.15 Power Point Slides for Coachin
Page 121 and 122: Coaching Readiness The self-assessm
Page 123 and 124: A Coach… Coach “is is someone w
Page 125 and 126: “Seek Seek first to understand, t
Page 127 and 128: Asking Good Questions ? ? ? ? ? ? ?
Page 129 and 130: Translate Closed-Ended Closed Ended
Page 131 and 132: Feedback Techniques Boomerang Ques
Page 133 and 134: Responsibilities Coach’s Coach s
Page 135 and 136: Adult Learners Activity Cone of Lea
Page 137 and 138: Effective Assessment Perform Descri
Page 139 and 140: Preparing a Training Outline Activi
Page 141 and 142: Practice Coaching Activity Use your
Page 143 and 144: Coaching Support Contacts and Resou
Page 145 and 146: Workshop Expectations Coaching Skil
Page 147 and 148: 9.2 Expectations What do you expect
Page 149 and 150: Characteristics of a Good Coach Eve
Page 151 and 152: 9.6 Unit 2: The Coach/Trainee Relat
Page 153 and 154: Asking Good Questions Questions hel
Page 155 and 156: Here are some suggestions for provi
Page 157 and 158: Developed and revised by Bruce Myla
Page 159 and 160: Common Training Errors OJT coaches
Page 161 and 162: Coaching Checklist The following ch
Page 163 and 164: Steps to Successful Coaching 1. Foc
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Part III - Important Considerations
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OJT Trainee Pre-assessment Subject
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Box 8: Commitment Has improved sinc
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OJT Trainee Feedback Subject of OJT
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9.10 Unit 6: Wrap-up Coaching Suppo
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Workshop Expectations At the beginn
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