Involve the trainee in the planning and delivery

Collaboration, opinion, and discussion increases retention

Adults gain more when they can pull past experiences into the learning process

Memorizing is hard for adults. Use reasoning/problem avoidance approach to make it stick

Enable some self-directed learning. Let your learners figure it out themselves

Support the experiential learning cycle

Make them feel welcome

Learn who they are

Find out how they learn

Provide Opportunities to grow

Set Expectations

Be flexible and supportive

Decide what will be covered

Explain why this job task is important

Break down a job into steps

Prepare all the materials, tools, job/work orders that are used in performing the job task

Arrange the worksite for training

Review with the trainee what is about to happen – Presentation and Practice Steps.

Perform the job task, completing each job step that composes the task in the correct order, while the trainee observes. You may want to repeat any step that the trainee doesn’t seem comfortable with or is not fully comprehending.

Present clearly the activities composing the job – including the operation and its component steps, as well as key points and the reasoning behind the process.

Ask the trainee to immediately perform the activities that were demonstrated in Step 2 while you the trainer observe

Encourage the trainee to ask questions as he/she performs the activities and evaluate their performance.

Present your assessment of how well the trainee performed the job step, identifying any operations or movements that were not performed correctly and noting all operations and movements that the trainee performed correctly.

Demonstrate any movements or work practices that could be improved by the trainee.

Ask the trainee to complete the step again, while the trainer is observing. Provide feedforward. If you and the trainee feel confident that the trainee can now proceed on their own, go to Step 5. If not, repeat Step 4 focusing on those functions or movements that the trainee is not performing correctly.

Present your assessment of how well the trainee performed the job step, identifying any operations or movements that were not performed correctly and noting all operations and movements that the trainee performed correctly.

Demonstrate any movements or work practices that could be improved by the trainee.

Ask the trainee to complete the step again, while the trainer is observing. Provide feedforward. If you and the trainee feel confident that the trainee can now proceed on their own, go to Step 5. If not, repeat Step 4 focusing on those functions or movements that the trainee is not performing correctly.

Transferring technical knowledge and processes often involves complex ideas.

TRY TO:

Simplify your concepts by communicating with visuals, analogies, and examples

Provide context by explaining why a skill is necessary

TRY NOT TO:

Assume prior knowledge

Overwhelm learners with jargon.

Engaged learners retain more and feel empowered to ask questions.

TRY TO:

Make them welcome by showing them around, explaining the importance of their job, and learning about them

Set clear expectations by providing them with goals and a timetable to meet them

Encourage participation through discussions, questions, and interactive activities.

TRY NOT TO:

Deliver long, detailed explanations without involving the trainee.

Every learner has a different pace and preferred learning style.

TRY TO:

Adapt explanations or activities based on the trainee’s experience level.

Listen actively and be patient. Not all periods of silence not have to be filled

Be flexible and supportive

Summarize and confirm

TRY NOT TO:

Stick rigidly to a pre-written plan, even if the trainee seems confused or disengaged. It may be worth taking a break or a few steps back or taking a break.

Learners may struggle with new concepts, and a patient, empathetic trainer builds confidence.

TRY TO:

Show respect for the trainee and listen

Validate concerns – they could be based on previous experiences

TRY NOT TO:

Get frustrated with slow learners that may have basic questions.

Interrupt and rush the Trainee

Trainees need to know not just what they did wrong (FEEDBACK) – but also what they should do in the future (FEEDFORWARD) to help them improve.

TRY TO:

Give Useful Feedback + Feedforward Quickly: Provide specific advice right away

Encourage Open Communication: Listen to their suggestion and discuss how to move forward

Encourage Sharing:Allow experienced workers to contribute their knowledge, making the training collaborative.

TRY NOT TO:

Give Unclear or Late Feedback/Forward: Being vague or waiting too long confuses the Trainee more. or being vague doesn't help others learn effectively.

Daily micro conversations build trust

Be interested and engage Trainees

What did you do that worked well today?

What new things did you learn today that you didn’t already know?

How did you modify your approach make it work better?