Training Skills for On-the-Job Trainers System

1. Training Skills for On-the-Job Trainers System A Key to a Workable On-the-Job Training Program

2. T.S.O.J.T. in Brief What is It? • Systematic, organized, and comprehensive approach to training • Performance based, hands on • Basis for formal qualification or certification • Results of training are observable and measurable • Developed, maintained and owned by the user.

3. T.S.O.J.T. in Brief How Does the Program Work? • Developed using small teams of content experts • Guided by a trainer • Jobs are divided into small learning units - a building-block approach • Training involves hands-on practice • Certified TSOJT trainers train their peers • Completion is based on agreement by trainer and trainee • Continuous interaction between trainer and trainee is maintained.

4. T.S.O.J.T. in Brief Benefits of the Program • Materials are easily learned and quickly updated increase efficiency • Planned personnel development • Improved definition of training requirements • Job definition • Uniformly trained people that can do the job.

5. Principles of Adult Learning Adults • must see the benefits to themselves (What’s in it for me?) • prefer to learn at their own pace • need time to absorb and integrate new ideas • want to participate • must see the application to their work / life • prefer problem centered training • want only the essential information (“need to know” not “nice to know”) • need to see what they have accomplished so far (goal oriented)

6. Principles of Adult Learning • Prefer a positive learning experience • low risk • high self-esteem • timely and specific feedback • interesting presentation • adult-to-adult relationship with instructor

7. The TSOJT System consists of: • Needs analysis; is it a training problem? • Outlining a targeted job(s) • Writing and verifying training procedures • Approval system • Sequencing of training • Certifying trainers • Individual training plans and records • Audit of training needs of existing workforce (optional) • Implementing • Debugging • Evaluating • Audit and maintenance system

10. Job Analysis Tree • “WHAT DO YOU NEED TO KNOW OR BE ABLE TO DO TO BE A QUALIFIED _________________________________?” • “CAN YOU TEACH AND LEARN ________________________IN A HALF HOUR?”

11. Job Tree Process Definitions • MAIN BRANCH—the responses to the first time question #1 is asked. • SUB BRANCH—what you get when the answer to question #2 is “no” and you ask question #1 again. • TERMINAL BRANCH—the title of a module defined by a “yes” answer to question #2.

12. Category and Module Listings • Gives sequence to the training • Allows for change without destroying the continuity • Shows the total picture of particular job being trained • Provides an index for training manual • Can be modified to become an individual training plan and record

14. Training Module Components • Cover Sheet • Procedure • Key Questions

15. Cover Page

16. Procedure

17. Key Questions

18. General Comments • The team writes so that all in the work place will understand • It is not a technical manual written for technical staff • For use by a content expert trainer • Gives trainers a complete list so they don’t omit anything • Allows for a dialogue between trainer and trainee • Trainee feels comfortable about the training and knows what is expected

19. The Approval System

20. Trainer Selection Criteria The TSOJT Trainer: • Is willing to accept the training assignment • Wants to train • Recognizes benefits of training to themselves and the work group • Has credibility with peers, supervision and staff • Is willing to adjust to various learning needs • Is able to control personal prejudices • Is able to train one or several people at a time • Is willing and able to communicate effectively and in a positive manner