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

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Many manual tasks result in some visible outcome or end product and the use of work pieces and examples can be useful in allowing the trainee to see what they have to produce, for example, seeing a correctly v or j-cut fillet. Learning a procedure involves acquiring an understanding of the sequence of steps that make up a particular task, together with the knowledge and mental or physical skill associated with each step. Procedural tasks can include such activities as inspections, fault finding, maintenance, form filling, inputting data into a computer. As procedural tasks require a greater step-by-step approach, some different demonstration techniques are needed. One such technique involves coaching the trainee to learn fixed-order sequences, from which no deviation is permitted, for example, the sequence of steps in replacing a worn out piece of equipment or inputting data on to a spreadsheet. Learning procedures therefore, involves you demonstrating the whole task, explaining as you go along any appropriate points of importance and then going through the task again but encouraging the trainee to talk through or explain what actions are required at each step. With both types of tasks, there is usually a need for a number of facts or stages, that need committing to memory. One method is to make the relevant information fit a 'mnemonic', the initial letter of each activity or fact is used to form a familiar word or phrase which can act as a memory jogger. For example 'INTRO' could be used to remind you of the key elements of an introduction to training session: Interest Need Title Revision Objectives Another 'mnemonic' has already been discussed in the section dealing with preparation - 'SMART objectives'. A further technique to help the trainee retain memory is to provide handouts or visual aids of the task, which will form a permanent reminder to the trainee until such time that they no longer need them. You should now have a bit more understanding of how to demonstrate a task as part of a coaching session. The next section looks at how you monitor your trainee's progress towards competence. 78
6.14 Monitoring Trainee’s Progress towards Competence What is involved in the process of monitoring? Having demonstrated the task to the trainee, you now have to monitor the trainee doing the task. There are three aspects to the monitoring process: Encouraging the trainee to attempt the task. Encouraging the trainee to locate mistakes if considerations of safety and cost allow you to do so. Giving the trainee constructive feedback on their performance during the task. How to monitor the trainee after demonstrating? Why is it important to monitor the trainee after demonstrating? Having carried out a demonstration of the task, you now have to watch, question and listen to the trainee carrying out the task in order to: - prevent bad/unsafe habits forming. - check the trainee's understanding of the demonstration. - check the trainee's retention and understanding of related knowledge. Now try Activity 1D and Activity 2D which will help you understand a bit more about some of the factors that need considering when observing a trainee's progress. 6.15 Being Observed Aim: To develop your understanding about some of the factors that need considering when observing a trainee's progress. Activity 1D Think of two occasions in your past when you were observed by a trainer, carrying out a task and you felt under pressure. Write down in the chart below: 1. your feelings as you remember them. 2. what your trainer might have done to lessen your stress. OCCASION 1 OCCASION 2 . How I Felt How I Felt My stress could have been lessened by: My stress could have been lessened by: Review of activity 1D There are a number of ways that you can lessen the pressure on your trainee. These include: putting the trainee at ease by maintaining a supportive attitude throughout the process. checking the trainee's understanding of the standards of performance against which they are being monitored. checking their understanding of the coaching process. discussing with them any special requirements they may have. respecting their right to disagree with what the trainer proposes and explaining the options open to them. 79
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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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Page 55 and 56: 6.9 Learning Styles How does a trai
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Translate Closed-Ended Closed Ended
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Feedback Techniques Boomerang Ques
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Responsibilities Coach’s Coach s
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Adult Learners Activity Cone of Lea
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Effective Assessment Perform Descri
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Preparing a Training Outline Activi
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Practice Coaching Activity Use your
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Coaching Support Contacts and Resou
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Workshop Expectations Coaching Skil
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9.2 Expectations What do you expect
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Characteristics of a Good Coach Eve
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9.6 Unit 2: The Coach/Trainee Relat
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Asking Good Questions Questions hel
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Here are some suggestions for provi
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Developed and revised by Bruce Myla
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Common Training Errors OJT coaches
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Coaching Checklist The following ch
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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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How to Perform On-the-job Training - Dean Amory

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