FOUR STEPS TO EXEMPLARY ON-THE-JOB TRAINING

Managers rely heavily on on-the-job training to ensure that employees have the technical skills needed to be successful on the job. But, to have this positive impact, on-the-job training must be done effectively.

Whether it's done by a peer or a manager, exemplary on-the-job training consists of four steps. We've covered Step 1 - PREPARE and Step 2 - PRESENT in past editions. This month, we'll take a look at the third step in high quality on-the-job training: PERFORM.

The third step in the process of providing on-the-job training - PERFORM - is not something the on-the-job trainer does. This step is actually completed by the learner, with the on-the-job trainer providing the structure. Several concepts will help us in this step.

1. Why bother? In fact, less-than-effective trainers do not bother letting the learner perform during training. Instead, they send the learner off to perform on the job. Effective managers know that allowing the learner to perform the task in a safe, non-threatening environment is important for one critical reason: Adults learn best through experience. And by watching the learner perform, the manager can assess the level of learning and both reinforce and course correct as needed.
2. How do I have the learner perform? There are several approaches. You can have the learner talk through the new task before actually attempting it. Next, have the learner walk through the task. Then have the learner "train" you on the task. This last approach ensures that the learner understands not only the task, but also the big picture behind the task.
3. Repetition - Is It Worth It? Yes, repetition supports retention. Though it may seem to be a waste of time, allowing the learner to repeat tasks to the point of mastery is actually an investment in the future. Which would you rather deal with - putting aside enough time to ensure learning up front or the stop-the-line impact of a learner who did not really learn during training?
4. How Should I Handle Learner Mistakes? This is the most challenging aspect of Step 3 - PERFORM. Remember to let the learner correct her own mistakes where possible. I always focus the learner's attention on mistakes in order of their importance and have him work on only one mistake at a time until that mistake is fixed Consider your vocabulary as well. The terms change, adjustment and alteration better support the learner's self-esteem than terms such as error, correction and mistake. Try this process:
   - Identify what's not working, for example, the screen won't accept the data, the finished unit looks different from demo unit, etc. - Let the learner analyze the situation error - If, needed, present the task correctly again - Have the learner perform again
5. How Else Can I Maintain the Learner's Self-Esteem? The on-the-job trainer plays a huge role in maintaining the learner's self-esteem during the training process. Review the following list of ways to maintain the learner's self-esteem. Not those you already use and select one or two to add to your toolbox of techniques.

As a manager, supervisor or leader or peer charged with on-the-job training, how well you structure the PERFORM step for the learner will pay dividends in future performance.
          - The Northstar Team