| 1. Assume Your Trainee Is Ignorant And Unskilled | | | | section and the overall plan for the instruction. They're |
| Don't fret. I mean ignorant and unskilled in the subject | | | | also entitled to know when and how their progress |
| of your instruction. If you don't adopt this approach, | | | | and overall competence will be measured. And they |
| your planning will be unbalanced. Some trainees will | | | | should be told of the rewards of showing competence. |
| miss things they don't know and can't do while others | | | | 6. Reward Knowledge And Competence |
| will be bored by instruction in knowledge and skills they | | | | Trainees should be able to move through the program |
| already have. Assuming ignorance and lack of skill | | | | at their own pace provided they demonstrate |
| enables you to test trainees so that they only receive | | | | predetermined knowledge and competence. The |
| the instruction they need. | | | | sooner trainees are operating successfully on the job, |
| 2. Instruction Cannot Survive Poor Or Inadequate | | | | the better.Those opportunities and benchmarks should |
| Preparation | | | | be included in the design before the training |
| The best presenter will fail if his or her preparation is | | | | commences. |
| poor. Presentation skills may get you by in the | | | | 7. The Success of Instruction Can Be Measured In |
| classroom but not in the workplace. Trainee | | | | Only One Way |
| competence is what's demanded at work. If trainees | | | | Demonstrable, continuous on job competence is the |
| can't display competence, all the presentation tricks | | | | only effective measure of the success of on job |
| and sleight of hand won't help. | | | | training. And those measures must be determined |
| 3. Always Design Instruction "In Reverse" | | | | before the instruction commences. The instructor's |
| When designing instruction never, ever "start at the | | | | opinion doesn't really matter. Nor does demonstrated |
| beginning and end at the finish". Start with measurable | | | | competence in the classroom. If the trainee cannot |
| competencies to be displayed at the end of the | | | | demonstrate the skills and knowledge on the job, the |
| instruction: the "learning outcomes" if you like. Work | | | | training is inadequate. The trainee hasn't failed. The |
| back to the start. Design on job instruction in the | | | | instruction has. And there's a good case to be made |
| reverse order to which you'll present it. | | | | for saying the instructor has failed. |
| 4. Instructors Must Commit To Trainee On Job | | | | Conclusion |
| Competence | | | | Careful planning is the key to successful on job |
| Instructors and on job trainers must put their "money | | | | instruction and training. And the depth of planning will |
| where their mouth is". That means they must state | | | | determine the quality of presentation. We are over |
| clearly, before instruction commences | | | | concerned with presentation. It's important. But what |
| - What trainees will be able to do at the end of the | | | | happens before the training or instruction commences |
| training | | | | is what matters most. |
| - What trainees will know at the end of the training. | | | | Summary |
| And those outcomes should be stated in clearly | | | | This article is about preparing on job workplace training: |
| measurable terms. | | | | training leading to on job competence. It's not |
| 5. Trainees Deserve To Have A Map | | | | concerned with classrooms or presentation skills. You |
| Before instruction commences, supply a map to | | | | might be the best classroom presenter in the world. If |
| trainees. They deserve to know the learning | | | | your training design is inadequate, your training or |
| outcomes, the timing, the structures, the stages or | | | | instruction is unlikely to lead to on job competence. |