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Structured OJT System
Train-the-Trainer
Course
~ Off-the-Shelf
Version
OJT Trainer
Course
~ Instructional
Skills
- Content-Free
Microteaching®
~ Development
Skills
~ Training
Materials
~ Instructor
Selection Test®
Advantages of
Our System
Clients' Comments
Case
Studies
FAQs
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Development Skills Training
During
the afternoons of the OJT Trainer Course, participants learn all
the skills needed to develop valid training materials and tests.
These include performing task analysis, writing performance objectives
and performance checklists, developing trainee handouts, and writing
lesson plans. They also learn to develop job aids and trainee profiles.
They learn the most effective and efficient way to do this, using
our proprietary “Show-Tell System” which enables them to develop
the most comprehensive and detailed task analyses extremely quickly,
and then convert the information into training materials using MS
Word templates. A typical task can be analyzed in one hour, and
then converted it into training materials in five minutes. This
diagram shows how it is done.
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Instructional
Strategies
Lesson
Plan
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Task
Analysis
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Performance
Checklist
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Training
Handout for
Trainee
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Lesson
Plan
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Training
Handout for Trainer
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Essentially,
the system is based on the premise that once a procedure is documented
on a task analysis form, it should not be necessary to re-enter
it in a computer to obtain training materials. Instead, simply move
template headings and footings around to add the evaluation components
such as the names, ratings, and so forth, and remove unnecessary
information to make it a handout.
Instructional strategies are added in another MS Word template to
chunk the content (steps 1-4, 5-8, etc), and the trainer's and trainee's
activities.
Course
Schedule
Participants
begin with task analysis, develop performance objectives and a performance
checklist from the analysis, and then develop a strategy to teach
that content in the Real-Content Coaching lesson.
They
also do a trainee analysis on the first class day and use that information
on the third class day when prioritizing and planning to teach on
the job.
And,
participants learn to develop job aids for use in training and on
the job.
Note
that this half of the full schedule shows the afternoon of each
day.
First
Class Day |
On-The-Job
Practice |
Second
Class Day |
Third
Class Day |
On-the-Job
Training |
Trainee Analysis
˝ hour
Practice filling in a trainee profile form.
Task
Analysis
1˝ hours
Practice filling in a Show-Tell task analysis worksheet.
On-the-job Practice
Assignments
˝ hour
Discuss the assignment.
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Trainee Analysis
2 hours
Complete trainee profiles for the employees who will be
trained on the job.
Task
Analyses
3 hours
Complete analyses of two tasks that will be taught on
the job. One of these will be used to develop a performance
objective, a performance test, and a lesson plan for the Real-Content
Coaching lesson.
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OJT Models
1 hour
Review the components and format of the OJT process.
Performance
Objectives
and
Performance Tests
3 hours
Write performance objectives
and checklists for tasks to be taught in the Real-Content
Coaching lesson and on the job.
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Job aids
2 hours
Practice converting task analysis and other information
into job aids
Planning Delivery &
Course summary
2 hours
Develop
plans and priorities for delivering OJT to the individuals
identified during the Trainee Analysis.
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Planning
Plan training for real people and real objectives, based
on real task analyses.
Testing
Use performance tests to verify error-free learning, efficient
performance, and competence at Kirkpatrick's Level 3.
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What follows now are
descriptions of how the development skills are learned.
Trainee Analysis
- One of the first
things OJT instructors must do is to learn what each of the
people they will train already know, what their experience is,
and what they need to learn.
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On the first day of class, participants learn how to complete
a trainee profile form.
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During the On-the-Job Practice, participants use the form to
gather information about each of the people they know they will
train.
- In
the morning of the second day of class (day 3 of the course),
during the Review period, participants discuss what they have
learned about their potential trainees.
- They
consider the typical trainees, not-typical trainees, the kinds
and levels of training required, and they share their intentions
and thoughts about priorities for individuals, groups, and skills
needed.
- On
the third day, during the last two hours of class, they make
plans for who they will train first, what skills will be taught
first, and what the program priorities should be.
Task
Analysis
-
Some organizations have already developed work instructions
for ISO certification, but many have not.
-
In either case, in order for a task to be taught correctly,
it must be analyzed by the OJT trainer who will teach it. This
ensures the trainer remembers all the details of the task.
- Participants
learn to perform task analysis using a sophisticated format
called “show-tell.” It
captures all the necessary information for both task knowledge
and task performance, as well as safety, motivation, and criteria
for success.
- On
the first day of class, participants learn to conduct a task
analysis by completing a group exercise, and then by beginning
to complete a real analysis.
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During the On-the-Job Practice, participants use the forms to
complete two analyses. One
of them will be selected for use as the basis of their performance
objectives, performance checklists, and Real-Content Coaching
practice.
- Participants
will also learn how to use computer templates so the conversion
of task analyses to checklists and lesson plans can be done
automatically.
Performance
Objectives
- On
the second day of class, (after on-the-job practice), participants
learn to derive performance objectives from the task analyses.
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The objectives describe competent job performance, rather than
the behaviors expected at the end of classroom courses.
Thus, the objectives serve as the basis of level 3 evaluation
(Kirkpatrick).
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The objectives describe how well the task taught in the Content-Free
Coaching lesson should be performed.
Performance
Checklists
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On the second day of class (after on-the-job practice), participants
also learn to develop performance checklists from the task analyses.
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They will use the most appropriate of the available formats:
two types of process checklists, two types of product checklists,
a written performance checklist, and behaviorally-anchored rating
scales (BARS).
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Each will develop one or more checklists, including the show-tell
format.
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If the task analysis was done on computer, the performance checklist
can be fully developed in less than 30 seconds.
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The checklist will be used at the conclusion of the Real-Content
Coaching lesson, and will be available for use during real OJT
lessons.
Lesson
Plans
- Participants
will have learned the basics of teaching outlines during Content-Free
Microteaching and Content-Free Coaching.
- On
the third day, they will develop lesson plans for their Real-Content
Coaching lessons.
-
The
lesson plans consist two parts: the show-tell component of the
task analysis form to provide the lesson content, and an instructional
strategies sheet to describe how the content should be taught.
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These lesson plans will be critiqued and refined after the lessons
so they will work perfectly for on-the-job training.
Job
Aids
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Job aids describe how to do a task, or they provide information
needed to do the task.
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Job aids can be used during training and on the job.
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They also might be photos, drawings, lists, tables, laminated
printed materials, or pencil sketches.
- Participants
develop procedural job aids from the task analysis, and information
job aids from what they learn they need during their Real-Content
Coaching lesson.
- On
the third day, they spend about two hours learning to develop
a variety of appropriate job aids.
- They
will be prepared to develop job aids as necessary for their
on-the-job training lessons.
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