As you may have gathered from the silence, I have been absent for the past six months. This is the result of a career swing back into my original field of expertise – Air Traffic Control.  Unfortunately, this has incurred a six month or so stint of  ’humility recalibration’ (or ‘refresher training’ as it is also known) and greedily eaten into my spare team.  After twelve years on the giving end, it is a invigorating reminder of how stressful life can be at the other end of the stick when your career is on the line.

For the trainers out there, please remember this.

I’ve started repairing the broken links that occurred through my failure to maintain the sister domain of  Training Tools. My apologies for any inconvenience this may have caused.

I hope to start hearing from you all again soon.

I was discussing with a colleague how procedures at our current job were less well known to the staff than the ones at my former job. Now both jobs involved an element of safety (one was actioning requests for emergency services, the other controlling aircraft). Failing to apply the correct procedure in either role could have dire consequences.

So why are the workplaces so different?

We came to the conclusion that it was a result of the ‘culture’ that had developed within the organisation and the perceived consequences of of failing to act appropriately. In particular, we identified five main mistakes that the organisation was propagating down the chain of management (remember, as far as an employee is concerned, the next level up is ‘the management’ and representative of the entire organisation’s leadership). These were:

• Ignoring the product, unless a complaint was made
• Displaying indifference unless their own performance was at stake
• Condoning incorrect practices by not fixing them
• Encouraging behaviours inconsistent with documentation
• Enforcing procedures based on consensus, rather than performance indicators.

This is also relevant to workplace training, particularly in post-mentoring development where the student has achieved basic competency, but needs to develop further and hone their expertise. Hence, the same five mistakes occurring within this particular organisation can be applied to supervising any employee during their post-training development.

The five mistakes

Ignorance: Ultimately, behaviours are established through feedback. We will correct ineffective behaviours based on feedback from the experts and likewise, repeat those behaviours that have a positive impact on our performance objectives. When senior staff don’t assess our performance, or only investigate it when a complaint is bought to bear, there is no opportunity for feedback or a to establish whether our actions are the most appropriate for the given situation.

Don’t get me wrong, most of us can readily apply some self-assessment techniques, but often these are limited by our experience and our awareness of how our actions impact on the rest of the organisation and its objectives.

indifference: A worse problem occurs when we are being assessed, but are not advised of the results. An employee who continually makes mistakes that go unacknowledged, or worse, unnoticed, will begin to question the value of their efforts. Why place extra effort to achieve better results when mediocre performance is accepted. Typically, this will be applied equally to high performers who will then become discontented with the lack of acknowledgement for their extra effort.

I am regularly countered with the “But aren’t we all adults” argument and that we should all be trusted to work autonomously. Of course we do mean well and usually don’t ’slack off’ just because we can, but we all have different standards and interpretations of what is expected of us

Condoning incorrect practices: When we or someone else makes a mistake and it’s taken with a ‘grain of salt’ or ‘laughed off’ without fixing it, the consequences of the actions leading up to it can be ignored. Additionally, the mistake mat not be understood by the person committing it. How would it be fixed? How can it be avoided or its impact mitigated? What else does it affect? Once again, The value is in the feedback – what behaviours do we reinforce, adjust or avoid?

Encouraging bad behaviours: Through your own actions or behaviours, you could be encouraging others to do something wrong. Do you cut corners, adjust procedures or use alternative strategies to those prescribed? Do you actually know the procedure or just ‘wing it’ using the benefit of experience or a wider range of knowledge? This may be an acceptable practice, but how will it be viewed (an implemented) by those with lessor understanding or skill.

What if everybody is doing it wrong and by doing things the right way causes problems with the the rest of the team’s performance?

Enforcing incorrect procedures: By failing to standardise practices, you can force someone to do the wrong thing. This commonly occurs when two supervisors like things done their particular way and this forces staff to adopt different practices, depending on who is currently running the show. No big deal right – what if one of them isn’t following the procedure to the letter of the law through ignorance, misinterpretation or ‘knowing better’? What does the employee do then?

What if everybody does it wrong (I know the book says this, but that’s not the way it is done around here)? This could mean that the documented procedure needs amending, but then who gets to decide which procedures are treated similarly and more importantly, how do I know which ones are affected?

Conclusion

These insidious behaviours may seem innocent enough in context, but often are an indicator of bigger problems. It is similar to the “Fixing Broken Windows” theory. Simple things like feedback, post training performance evaluation and recognising the efforts of employees, especially those still trying to find their place in the organisation, can go a long way to ensuring that team members are actually given the opportunity to perform.

New e-book coming soon: “IMPROVE YOUR TRAINING FROM WITHIN” Using the ‘hot wash’ to refine your training program.

This is part two to a post I made earlier in the week. In part one I discussed the reasoning behind preparing your student for evaluation by having them complete a practice the assessment before conducting the real thing. I also made a post on assessment preparation around 12 months ago, but only glanced over the concept of running a practice session.

Remember, the purpose is to have the student experience assessment conditions. At this stage of the training they should have demonstrated that they can do the job competently and all we are trying to do is avoid under-performance or ‘choking’ during the actual assessment.

Here are ten tips to make your practice assessments more valuable

• Lead up to it: Stimulate the build up and anticipation for the student by giving them a few days notice. Use any training time to prepare for the assessment and refer to it regularly. Test theory regularly, focusing particularly on any weak areas.
• Meet with the assessor: What are their pet hates, favourite question to ask, what style do they use and what constitutes an instant fail? Do they have any ‘patter’ that they use during the pre-brief? Do the sit back or scrutinise every action with an audible “hmmmm”.
• Practice all components: Don’t just start at in the middles of the action scene – simulate the entire event. Start at the pre-brief, continue through to the debrief, with a question and answer session (for those areas not observed), and finally, give a report, using the actual assessment form or template. If the assessment contains a theory exam, give them one.
• Make it as real as possible: The effectiveness of this technique will hinge on how much the student believes that these are the assessment conditions. Warn other staff to treat this like one. Invariably they will act a little different (more forgiving, less critical etc.) when one of their team mates is being assessed.
• Be early or be late: Don’t just turn up on time. This will add to the apprehension, making their feelings closer to what they can expect on the day.
• Consider an actor: If possible, have someone else conduct the assessment. Even if that person is only a trainer and not a workplace assessor, a new face can help simulate what it is like have someone different evaluate the student.
• Don’t trainer, assess: Use the actual assessment form, stop the assessment if something goes wrong and don’t explain the best way to do things unless it constitutes a breach. Unless it is something that could cause harm to any participants or the organisation, let them dig themselves out of any trouble they encounter.
• Give them a result: I know I said this in the third point, but give them a list of their shortcomings if unsuccessful. Brutal honesty is the key, but tactfully delivered of course because we don’t want to reinforce any unfounded fears.
• Throw in an exam: If they have to do one, disregard this point (see point three), but if there is no associated theory exam, throw one in anyway, Keep them thinking about theory and make them continue to ‘hit the books’.
• Induce pressure: If all is going smoothly, make something go wrong to increase the workload, just to show them what might happen during the assessment. This is an exercise in preparing for the assessment conditions. Once again, judge your timing and severity, we don’t want to be scaring them into a state of despair.

Conclusion

The purpose of practising for the assessment is to simulate the conditions that the student will be facing on the assessment day. You may feel that some of these techniques are deliberately making it tough for the student or sabotaging their chance of success.

The point is, this isn’t actually about performance (although as a secondary objective, this can be a useful tool for identifying student shortcomings). It is about having them practice what they have learned, under assessment conditions, so that it won’t come as a shock to them when they have to do it when it really counts.

New e-book coming soon: “IMPROVE YOUR TRAINING FROM WITHIN” Using the ‘hot wash’ to refine your training program.

The culmination of many training programs comes is the formal assessment. It’s not meant to be the climax of the event, instead just a regular day at the office to see how well you now fit into the daily routines of the workplace. All of the hard word should be over with; basic skills have been honed, advanced techniques, if not perfected are at least understood and can be applied as the circumstances dictate. You know what to expect and how to deal with it, otherwise your trainer wouldn’t be putting you through this right?

However, in reality, this is ‘the test’ that makes or breaks you (or so it seems at the time). This is where you must prove your worth to the organisation and show them that the efforts employed are about to give them a return on their investment. These are common thoughts for anybody that is about to face an assessment, particularly if it is the final competency evaluation that decides whether or not this is really the profession for you.

Apprehension is unavoidable; what if you are found wanting, what if the pressure is too great, what if circumstances conspire to turn the best that you have to offer into failure? What if you just choke? In an article by the Scientific American on Choking Under Pressure, the author explains that the problem of assessment under-performance may be contributed to the fact that we are to busy concentrating on our efforts to just get on with the job.

Why does this happen?

Choking, apprehension and our fear of failure usually stem from our lack of familiarity with assessment conditions. After a few years, these feelings subside as we become accustomed to the routine, especially in those roles where regular or constant evaluation occurs (e.g. aviation, emergency services etc). Of course, as soon as it comes to something new, we tend to return to ‘non-productive’ worrying over unfamiliar ground.

So if familiarity is the solution, preparation for assessment can improve the student’s knowledge, and hence understanding of the assessment process. It can also help by stimulating the emotions associated with the assessment conditions to give the student a sample of what they can expect to be feeling on assessment day.

Preparing for Assessment

A solution offered in the article above explains how to prepare for assessment condition:

“The best way to make a performance situation feel like rehearsal, says Raôul R. D. Oudejans, a psychologist at Free University Amsterdam, is to subject yourself to the same anxiety-packed conditions during practice that you expect to encounter during your moment in the spotlight.”

It then goes on with a interesting story about about a study done on the marksmanship assessment of Dutch police officers, which is worth reading.

Conclusion

The solution is to practice for assessment during the on-the-job training, which means taking the time to create ‘assessment periods’ for your student so that they can build up to and experience assessment conditions. This is a particular effective tool for newer students or those unfamiliar with this type of training and can immediately highlight some critical flaws in their preparation.

In the next post, I’ll offer some tips to make your assessment practice more effective.

New e-book coming soon: “IMPROVE YOUR TRAINING FROM WITHIN” Using the ‘hot wash’ to refine your training program.

Remember who you are talking to

In the military, it is important that you style your communication appropriately for the target audience. Now I’m sure that this is important in every job, but there are some things you just have take a bit more seriously in a military environment. For example, you can go to jail for insubordination (rarely would you, but it is possible), they use equipment designed to extinguish life and you must accept that in theory, every staff member can be sacrificed for the greater good of the nation. The three key components are style, tone and level.

Style is the language you use. Are you talking to a fifth grader or the company director, are they a novice or an expert returning after a hiatus or lengthy period? The difference can mean jumping straight to the point, laying down some background knowledge first or deciding to garnish up the bad news with a bowl of great, but potentially irrelevant news.

Tone is the direction and emotion that put into the meaning. Are you asking or telling, directing or berating, rewarding or condescending? What is your intent; fear, intimidation, guidance, assistance or just information? What is your mood? Our words are influenced by our emotion and although you are saying one thing, the underlying message or what is written between the lines may contradict your intent (unless that is your intent anyway).

Level is targeting the actual words that you use at the audience. Do they know the jargon? If they don’t, you won’t impress them with your vocational verbiage and if they do, you can come off sounding inexperienced. Do you know the technical terms? Bluffing will make it far worse and credibility in communication is essential if the listener is going to be swayed by your argument.

How does this work in training?

I overheard some training yesterday in a role that I’m familiar with The student fell into one of those ‘traps for young players’ and the trainer handled it rather ineffectively, requiring them to get things ‘back on track’ later on in the training.

The trainer gave the student feedback with one of the following statements;

1. “You did it wrong again”
2. “Don’t do that again”
3. “If you do that again we are finished here”
4. “When you do that, it sounds like we are finished with the customer – they may hang up prematurely and we don’t want that to happen”

Each statement suggests that they alter their behaviour. Each uses a different style and tone (level is about the same). Now your next question may be; well how far are they through the training and what do they respond better to?

Very valid questions because communication is about the audience. In this case, the student was still early in the training, day two of sixteen and customer control is what you would consider one of the advance topics because the student was still learning the system i.e. how to serve the customer.

My point is that when we are in a training environment, our responsibilities differ in such that:

• We aren’t the boss, even though we may be in charge.
• We do not know everything, even though we know more about this than the student.
• They do not know nothing, even though they do not know enough about this.
• They are human, even though we may feel like we are ‘deities’ in this role.

I’ve seen student’s treated like idiots, enemies or with complete indifference. Remember, these are our future co-workers and team members. Your performance may end up in their hands further down the track and if you choose use your position to bolster your confidence, authority or agenda, you may just find yourself working for them one day.

You can probably guess from my angst that the trainer had chosen number three.

Download my free e-book “THE WORKPLACE TRAINER’S TOOLKIT” Eight models for effective on the job training.

New e-book coming soon: “IMPROVE YOUR TRAINING FROM WITHIN”Using the ‘hot wash’ to refine your training program.

The post-training review (PTR) is a meeting with the student to discuss their progress since they completed their training. Although the formal part of their development is over, the learning is far from complete. The overall purpose is to ensure that the student continues developing at an acceptable rate and avoids stagnating or regressing when left without a dedicated mentor. Although already judged competent, we still need to ensure that they are progressing towards expertise.

When?

The PTR is delivered six times, at various stages after training to target their changing perspective on their role, their capability and their confidence. Initially the learning curve is steep as they encounter new challenges, but over time the student becomes familiar with most situations and can focus on honing existing skills into precision. Supervision, motivation and support needed will also change throughout this developmental process.

The first PTR is delivered immediately after the final assessment, but before commencing solo and can be part of the debrief. We then use a growing time frame between each of the following sessions to target the specific needs of the student at that particular time. The next session is after one week, then one month, then three months, six months and finally, twelve months. That’s not to say that we cannot do these more often and if the former student benefits from additional assistance, why not provide it?

How?

Once again we us a structured approach to delivering the meeting with the student. This post is just an introduction to the concept, so I’ll publish this information a little later. The key to success is looking at the student’s current needs and tailoring your service to meet them.

Zero day: Offer Support

• let them know you are still there for advice and support
• Explain what other sources of assistance are available; e.g. other resources, mentors, guidance, dispute resolution etc.
• Don’t worry about assessing training at this stage, the Hot Wash is coming up shortly
• Don’t worry about goal setting beyond basic skills

One week: Evaluate Training

• Ask them what didn’t they know and what they had to relearn to do differently?
• Find out what helped them to prepare most, what didn’t they need and what would have helped more?
• Find out what was inaccurate, misleading or misunderstood during training?
• Start to set some goals for their one month review -  Focus on performance and experience targets
• Advise them that you are still there for support
• Reiterate available assistance

One Month: Expand their knowledge

• Still a good opportunity to discuss training, bearing in mind that it is slowly becoming a distant memory.
• Assess performance goals from week one to establish expertise in basic skills
• Use student curiosity to expand on understanding e.g. why this way and why not this other way.
• Create a development plan, with three month, six month and twelve month goals.
• Expand student horizons by implementing on-going actions.

Three months: Invest in themselves

• Review three month goals from development plan
• Re-assess the student (to establish growth and target areas for improvement)
• Implement a self-investment strategy (this is the usual consolidation period for most new roles; what training is next?)
• Review development plan – adjust goals for three months, six months and twelve months.

Six months: Introduce new challenges

• Re-assess the student, but also have them assess themselves
• Review three month goals and initial six month goals – this will help the their own planning process
• Increase their responsibilities
• Review development plan
• Reiterate available assistance

Twelve months: Transfer their skills

• Reassess the student, but also have them assess themselves
• Assess them delivering training in the role
• Review goals
• Increase their responsibilities more
• Review development plan
• Reiterate available assistance

Conclusion

The post-training review is your opportunity to meet with the student at scheduled intervals to assess their development since training. The time-frames aren’t set in stone and will depend on the type of training conducted and the length of the training period. The actions that you take are also only guidelines because these will vary with student experience, confidence and ability.

What is important is that you don’t neglect that fact that training is only a single step in their learning journey. Don’t underestimate the value of the assistance that you can provide afterward. Not only that, there is a whole range of benefits that arise just from your interest in their progress. Your actions can improve their rate of growth which adds to the effectiveness of your overall training program, for minimal cost and enhances their entire training experience.

Great results and a favourable review, what more can you ask for?

Download my free e-book “THE WORKPLACE TRAINER’S TOOLKIT” Eight models for effective on the job training.

New e-book coming soon: “IMPROVE YOUR TRAINING FROM WITHIN”Using the ‘hot wash’ to refine your training program.

I posted earlier this week on check lists and my affection for them as a memory prompt, job guide and decision making tool. I love them.

Many a time has a check list got me out of bind by letting me know that I had erred with time enough to fix the problem before it became a really noticeable one.

However….

Check lists aren’t the ‘be all and end all’ for every circumstance and certainly will fail to help if not use properly. They are best used for standardised procedures where a single (or very few) correct or best method approach is prescribed (safety checks, start-up procedures, evacuation etc.) and the task can be finished by completing multiple simple actions.

For these types of tasks they are, a useful and effective assistant, but when we stray from these guidlines, they can actually impede the operational process that they attempt to streamline. This is because check lists:

• Need training to use
• Restrict focus
• Discourage ingenuity
• Hamper re-evaluation
• Increase in complexity disproportionately.

Need training to use: You need to be taught how to use the check-list before it becomes useful. They are not a training package in themselves and work best when they draw on existing skills and motivation to succeed. That’s not to say that cannot be new instructions – we may never have been taught how to flee a burning aircraft but with the assistance of an aircraft emergency card, we can quickly use our knowledge of doors, hatches, slides and survival to egress the flaming vessel with great haste.

Restrict focus: Like a sniper’s scope, they sharply outline a solution, but in doing so, they obscure they periphery of your vision. You tend to look for the problems that are only outlined by the check list and it is a common assumption that what is covered, is all that is needed to be analysed. The problem that rears is coverage; is our problem or circumstance covered within the scope of this tool? The reliability in recommending the appropriate response is then determined by how much foresight there was in its creation.

Discourage ingenuity: By there very nature, check list offer solutions or actions to be followed. When an alternative solution may be a better option, the user will typically follow what has been prescribed by the tool as the preferred choice. That’s not to say that the check list will preclude the use of alternative solutions, just that when a workable solution is offered, there is less incentive to look for more effective ones.

Hamper re-evaluation: Typically a check list has been tested over time and the solutions are generally well thought out, effective answers for the likely problems that occur, however, when you follow check lists closely, you tend to be looking at how well the problem fit’s the model, not necessarily the solution. Unless you regularly review the solution, you can succumb to the problem of the previous point and assume that once a problem is solved, it will remain so.

Increase in complexity disproportionately: Very complex problems require decision branching, wait delays, alternative solutions and multiple iterations of activities to ensure that they are solved. This becomes very difficult to depict in a suitable format and will actually increase the task complexity by trying to produce an accurate guide. Additionally, any interruption to the process becomes more difficult to overcome (e.g. was this the 46th or 47th time we through this leg of procedure). Encumbering someone with a check list may slow the task considerably and interject more room for error, whilst taking valuable attention away from the task just by trying to decipher the methodology of the instruction.

Conclusion

As I said earlier, check lists are a great tool if used properly. I live by them; something that my pantry can attest to every grocery day. Unfortunately they fail far to often by trying to be something that they are not. If they are not simple, then they are a hindrance. If the aren’t relevant, they are a distraction.

A check list is only a tool, not the entire tool box. You must know the procedures for them to be valuable and they still need experience to be used well. Even if the humble check list was the panacea of techniques for professional prowess, they are still only as effective as the hands that wield them.

Download my free e-book “THE WORKPLACE TRAINER’S TOOLKIT” Eight models for effective on the job training.

New e-book coming soon: “THE POST-TRAINING HOT WASH” – Improve your training from within.

I love check lists. They are an outstanding tool for prompting memory or offering a brief description of a task or process. They aren’t a substitute for training, but instead recap on existing skills or describe alternative applications of current knowledge. If used correctly, they can enhance the process by increasing the chance of successful completion to a defined standard.

Check lists are a common part of life. Most of us have thrown one together before heading out to do some shopping, going on vacation or getting to those elusive chores that you have been putting off for the last few weeks. They are used extensively in aviation, emergency services (call an ambulance a couple of times and you’ll begin to notice the trends) and the medical profession (Kishore Visvanathan posted recently in his Plain Brown Wrapper blog about the value of check lists before surgery).

So why would we use check lists in our current work practices? Well, check lists ensure that:

• Nothing gets missed
• Things are done in the right order
• Things are done at the right time
• Everybody does the same things (standards).

In other words, by following a check list, we do all the right things, in the right order at the right time.

So if you have any jobs or tasks that could that meet these requirements a little better, a check list may encourage a standardised approach, all items being covered, in the correct order and when they need to be.

Types of check lists

There are multiple types of check lists that we currently use as memory prompts or procedural enhancers. This can be reduced into four main categories.

The most common is the bullet list, which is a list of actions that can be completed in any order. This could be a shopping list or things you need to do before you leave the house (e.g. Shut windows, turn of iron etc.).

Despite the ‘list’ in the title, they aren’t restricted to this format. For example, this HAZCHEM placard to the right is also a check list. With this guide, the attending fire fighter knows that he needs to use foam, wear breathing apparatus and will need to evacuate surrounding people. He can also identify the type of substance involved (petroleum fuel in this example).

The next is the numbered list which must be followed sequentially, only skipping or returning to steps as described by the list itself. You will see these in any instructions that you use, whether it be for building a plastic model, assembling a piece of furniture from Ikea or cooking spaghetti.

The instructions on this fire extinguisher is an example numbered list.

The third is the diagram. These can be simple, such as an exit sign or more complex like the procedure for exiting an aircraft in an emergency. Similar to both bulleted and numbered lists, they graphically depict the process that they are trying to explain.

On the right is an example of a personal protective equipment check list diagram.

Finally, we have the flow chart. This is a complex variation of one or more of the three check lists described above. Usually graphical in nature, it explains the task or process with diagrammatic flow, decision branching and multiple end points. Simple charts exist and can be used quite quickly, whilst the more complex ones require some familiarity to avoid being cumbersome and slow.

The example of the left shows a simple flow chart.

For these types of tasks (requiring multiple simple actions), the check list is a great tool for reinforcing the valuable content that you so desperately tried to impart during training. Providing you follow a few simple rules, the rest of the team will embrace them with the enthusiasm the you do.

• Keep it simple: They must be easy to read and easier to follow. Common jargon and well used acronyms are Ok but there is no substitute for plain English
• Make it all relevant: Only include what is necessary to complete the task, no extraneous information or background knowledge unless it involves altering the usual actions for this problem solution e.g. exceptions to the rules.
• Make it big, bold and blatant: Make it stand out. No need to reach for glasses or squint to make out the fine print, you want everyone to see every detail. Use colour, images and diagrams to draw attention to critical points.
• Extend existing knowledge: make it an extension of what they already know and do. This is a guide only, not an instruction manual or training package. They should not be learning anything new when they pick it up, but it should help them do their job by offering that little bit extra.
• Make it action based: Have it tell you what to do, not just what to think about. Sure it is a memory prompt, but give more than just a hint of what is expected. Use nouns and verbs (e.g. “Windows” could mean a variety of things and may confuse the issue even more, but “Check all windows” is an action to complete). Obviously this isn’t always necessary (e.g. grocery lists – the action word can be assumed to be – “Buy”).
• Include a bench mark: This sets the pass mark for completing the step in the check list “Check all windows” implies that the action is completed by looking at them, whether they are open or not is irrelevant, but “Check all windows are locked” actually states what needs to be achieved by the process and provides the remedy should they not be in the correct state (i.e. lock them).
• Keep it concise: This is not a grammar exercise and brevity is important. Convoluted messages become more difficult to read, are harder to interpret and mess up the format. Once again, this is a prompt, not a script.
• Clean it up: Processes change with new equipment and finding better, safer ways of doing things. Don’t be tempted to just annotate the changes with a pen stroke here and there and instead, reproduce a whole new a check list with the amendments incorporated so that it is neat and tidy. By all means highlight the changes so that anyone using the check list can immediately see what is different and adjust their actions accordingly.
• Authorise it: Endorse the check list as an approved procedure to give team members permission to use them. Include them as part of workplace practices by annexing them to the documented procedure. This means that failing to use them breaches the work instructions and leaves the team more open to errors. The tools are there – ensure they get used.
• Control it: Simply put, number them and ensure that you know where every copy of the check list is promulgated. This way you can destroy out of date material and ensure that when a change occurs, every check list in the area will be amended.

I love check lists. When they work, they work exceedingly well, but when they fail, employees begin to take matters into their own hands and start adjusting the procedures the suit their individual needs within the organisation, not the needs of the organisation itself. Follow these rules and your check lists will be more valuable, more readily accepted and actually give the team member the tools to do the jobs that they already do well, even better.

Download my free e-book “THE WORKPLACE TRAINER’S TOOLKIT” Eight models for effective on the job training.

New e-book coming soon: “THE POST-TRAINING HOT WASH” – Improve your training from within.

The weekly wash-up is a meeting at the end of the training period to update the training team on what occurred and outline the plan for future training efforts. This regular get together is an opportunity to co-ordinate efforts, learn from each other’s endeavours and obtain advice or direction from from the training manager.

Individual advice, performance management or personal issues are best dealt in a one on one environment. Typically it will take around 15 minutes to complete and covers only pertinent information relevant to the training team as a whole.

There are four parts to the meeting:

1. Planned and actual training
2. Opportunities and setbacks
3. Progress and proposed actions
4. How you can help.

Planned and actual training: In the first part of the meeting we are concerned with whether or not we completed all the training that we set out to do. Did we training the number of hours, days or sessions that we anticipated? Did we cover all lessons or topics? Where all competencies achieved? If not, where did we fall short and were any additional or other achievements made?

Score it as a percentage of training undertaken or goals obtained. Why produce a score – it is a metric that we can use, with some additional information, to determine what actions or situations gave us the most learning opportunities. Over time this measurement can be be a great predictor for future training results.

Opportunities and set-backs: Regardless of whether we were successful or not, did we have any unexpected challenges that needed to be overcome? What about unexpected opportunities – did we take them and did we make the best of them that we could? Can we predict or identify when these are likely to recur? Did we make our own opportunities by undertaking additional or alternative training efforts?

This step helps us explain why planned training didn’t equal actual training and what else we did or used during the training period to make up for it.

Progress and proposed actions: Take a quick snapshot of the training being conducted – are you ahead of the plan, behind or traversing along a completely different path altogether? Do we need to amend goals or assessment dates? Do we need to change our strategies or the planned resource usage? What are we going to do next week; follow that current plane, ramp it up or try some additional / alternative strategies? What will you need and who else needs to know we are proposing?

How can you help? This is the crux of the meeting. Everything up to now could have been achieved via reporting and we, as the training manager, now add our advice and assistance to the training team. There are five things that we can offer to help:

• Advice: What suggestions do you have? Typically the manager has experience, additional support available from above or a least a view of the ‘big picture’.
• Assistance: What can you do to help, physically or in support of the training effort?
• Resources: What additional resources can you offer or obtain for the training team?
• Coordination: Who can you talk to and negotiate with to smooth things over or obtain additional assistance?
• Approval and direction: Approve their proposed actions or decide the best course if alternatives are available. They are after you to make a decision and manage the training team. You are their leader, lead.

Conclusion

In most environments, OJT trainers work alone, rarely get the opportunity to meet with other trainers and usually only chat to the boss when they have a problem. The weekly wash-up is your opportunity to meet with your team to see how they are going, disseminate your decisions and standardise practices. For trainers, it is a chance to fill you in on the week’s events, co-ordinate their future efforts and elicit your help in the process.

Download my free e-book “THE WORKPLACE TRAINER’S TOOLKIT” Eight models for effective on the job training.

Why do some people tell jokes better than others? Why is it that some presenters can capture the hearts and minds of the audience whilst others would be better at curing insomnia? Why is that when some people speak, the room goes quiet in an anticipation, but for the less effective orators, the deathly silence that follows is for a completely different reason?

The answer may be obvious (for the formers in my examples, maybe not the latters) – It’s all in the delivery. We all know that communication is not just about what we say. It’s how it is said, the way we act and reputation that precedes us that has a significant impact on the all important message that we are trying to get across.

So whether it is delivering a presentation, demonstrating a task or explaining a new procedure to the student, there a few things we can do to help the information remain intact.

Engage the student: Involve them, elicit their assistance, have them solve problems and fire up their emotions. Use colour, interesting facts and stories, suspense, intrigue or even cliché’s to make them part of the situation. Challenge them, test them and question them to check that they are taking part. Acknowledge them, praise their efforts and reward their successes.

Be sincere: Your credibility will be affected by you truthfulness and conduct. Say exactly what you mean, mean what say, admit you are wrong, and don’t pretend to know what you don’t. It is not wrong to not have an answer, but to bluff or lie to the student will leave you with a reputation that will be difficult to overcome. Make promises, keep them and hold yourself accountable.

Be objective: Show all sides of the argument. It is OK to have an opinion, but it is not right to force it onto your student. If it is a standard, enforce it, if it is a technique, encourage it, but if it is personal preference, state is as such. Explain why you do what you do and if your arguments are solid, then they will speak for themselves. If you do something and don’t know why, who is to say that you know best. You may have been here longer, but time alone is not experience (it’s what you do with it that counts).

Be relevant: This doesn’t just mean stick to the topic (although that is exactly what it means). Also explain the relevance to the student unless it is convincingly obvious. Why is this important, how will it help me, the team, the organisation and where do I fit into the operational process?

Have a purpose: Start with the end in mind; you are speaking because you want to persuade the student. Don’t speak for the sake of speaking alone, it is distracting. Side stories are only useful if the they explain why we do it, how we do it or when we do it. Incidentally, providing that you can do it competently, the student doesn’t care how well you can do it, how often you have done it or about the time you did it with one hand, drunk and whilst juggling as basket full of rodents. Remember the purpose.

So with every delivery you make to your student, think engaging, sincerity, objectivity, relevance and purpose. Regardless if it is a lesson, a practical exercise, a debriefing or training report, think ESORP. Of course you could reverse the order of the letters (i.e. PROSE), but that would be so cliché.

Download my free e-book “THE WORKPLACE TRAINER’S TOOLKIT” Eight models for effective on the job training.