tkg_logo
bar

Development Skills Training

During the afternoons of the SOJT 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 our on-line LeanOJT system. 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.

 


 

Instructional
Strategies
Lesson Plan

Task
Analysis

blue-arrow.gif

Performance
Checklist

blue-arrow.gif

Training
Handout for
Trainee

blue-arrow.gif

Lesson Plan

Training
Handout for Trainer

 

 

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.

What follows are descriptions of how the development skills are learned.

Trainee Analysis

  • One of the first things OJT Trainers must do is to learn what each of the people they will train already knows, what their experience is, and what they need to learn.
  • On the first day of class, participants learn how to complete a trainee profile form.
  • During the On-the-Job Practice, participants use the form to gather information about each of the people they know they will train.
  • During the Review period, participants discuss what they have learned about their potential trainees.
  • They consider the typical trainees, not-so-typical trainees, the kinds and levels of training required, and 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.
  • 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.

Performance Objectives

  • After on-the-job practice, participants learn to derive performance objectives from the task analyses.
  • 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).
  • The objectives describe how well the task taught in the Content-Free Coaching lesson should be performed.

Performance Checklists

  • After on-the-job practice, participants also learn to develop performance checklists from the task analyses.
  • 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).
  • Each will develop one or more checklists, including the show-tell format.
  • If the task analysis was done on computer, the performance checklist can be developed immediately.
  • The checklist will be used at the conclusion of the Real-Content Coaching lesson, and will be available for use during real SOJT lessons.

Lesson Plans

  • Participants will have learned the basics of teaching outlines during Content-Free Microteaching and Content-Free Coaching.
  • 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.
  • These lesson plans will be critiqued and refined after the lessons so they will work perfectly for on-the-job training.

Job Aids

  • Job aids describe how to do a task, or they provide information needed to do the task.
  • Job aids can be used during training and on the job.
  • 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.
  • They will learn 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.

 

Developmental Skills Training was developed by Paradigm Training Systems, Inc.