Training An Adult On Performing A Work Task

Training An Adult On Performing A Work Task

Training An Adult On Performing A Work Task

Workplace training is a must as it boosts not only the performance of an individual but also that of the organization. Though you may hire skilled employees, workplace training cannot guarantee you better performance unless you train your staff to suit your work processes and culture. This makes their transition to the new work environment smooth, hassle-free and productive. Remember, a productive employee can stick to the Company for much longer.

However, a training program sans proper analysis of the needs and a process in which to conduct the training can either increase costs or confuse the trainees regarding the relevance of the program and their work requirements. Here are a few steps that can help you make your training program effective:

Structure the Training Program: On any given day, a structured “on-the-job” training program is better than an unstructured one because the former will have specific objectives, schedule and methods to impart the necessary job skills.

Demonstrate the Task or Skills to be Mastered: Once you communicate the job skills to the trainees, demonstrate the task while explaining to them the job goals, skills and methods. This will give them an idea about the nature of the work as well as its organization.

Emphasize the Important Points: After explaining all aspects of the task, reiterate the important ones. This will enable the trainees to recap the important aspects and make a strong impression on their minds. Also, ensure that they have understood the components of the task by conducting a question and answer session.

Ask Trainees to do the Easy Parts First: Divide the task into easy and difficult components and ask your trainees to attempt the easy ones first. Once you know that they have done the easy parts accurately, give them difficult ones. This is because “Success Breeds Success.” When the trainees realize they are getting into the rhythm of the task, they will be enthused to get into the role and try difficult ones. If you find them doing things with ease, it proves that you’re doing a great job.

Monitor Trainees while Performing the Whole Task: When the trainees are done with all the components of the task, make them do the whole task. Monitor and correct them whenever they go wrong.

Let Trainees do the Task on their Own and Evaluate: This is the final stage where the trainees are asked to do the task in your absence. You leave the task to them entirely and evaluate their performance once they finish.

With these steps, you can make your training program result-oriented and get the desired behavior among your employees.

Do share your thoughts on the same.

View presentation on working under pressure

Live Webinar

Live Webinars: Implementation of eLearning in Organizations!

Join free, live webinars that will illustrate the various aspects of eLearning design and development to make training more effective. The webinars are aimed at training and functional managers who wish to learn about how they can use and implement eLearning in their organizations.

Reserve Your Spot Now!

  • In my experience to conduct a successful training with employees, there are two questions to be clear upfront: 1) what ist the goal at the end of the day you want to achieve with employees and 2) what is the current level of the group. i.e. are all group member on the same level of knowledge and skills?

  • consider age,gender, culural issues, social economic issues eg domestic responsibilities, use experience gained over time to reflect on learning also consider language, numeracy skills and literate skillls- maintain confidentiality of personal issues making learning challenging. Encourage learner led – partcipation
    most of all respect the individuals maturity especially where the trainer is much younger than employee

  • The key is training based on the situation, or task. As Markus mentioned, ask questions about goals, measurable and observable outcomes desired, and the group’s current skill level on a task.

    The next step is to decide–based on the answers to those questions– the best training approach for those developmental levels.

    LEVEL ONE: If a group is very new to a task and not very skilled, they will be excited about developing the new skill, but they have no knowledge. This stage requires a very directive approach to the training. (Here’s the task, here’s the step-by-step “how-to.”). Level one is a perfect place for basic eLearning.

    LEVEL TWO: The group has some knowledge of the task, and some skills, but they are still in a learning mode. This stage requires more of a coaching approach. (Asking “how would you approach this?”, soliciting feedback, asking what the ramifications of that approach may be, and providing guidance–but not direction.) The training program for level two’s would likely be most effective if it includes myriad role plays, simulation exercises, and group discussions. A level two training, to be most effective, should be followed up with coaching/mentoring sessions for either the group, or each individual within the group. You’ll know when someone is in level two if they seem to have an attitude problem (which they really don’t; they’re just a bit fearful and unsure of themselves, or they feel overwhelmed and “out of their league”).

    LEVEL THREE: This is a group that is out of the “learning” stage for a specific task or skill, and are into the “doing” stage. These are folks who have been doing the job and using the skill for some time. They are somewhat self-directive, somewhat proficient, but they still lack a bit of confidence. You’ll know someone (or a group) is at this level when they go to their leaders for constant reinforcement. (“Am I doing this right? Am I one the right track?) This level often just requires training that revisits and reinforces the skills required for a specific task, and providing participants with case studies and many, many problem-solving exercises. Such exercisers will give people confidence and feel much more competent. Also, such “problem-solving” activities will clearly demonstrate to the participants that, yes, they have the skills to solve the problems, but they just need to “tweak” their skill set. Field work (in the form of an independent study that allows the learner to challenge and advance his or her skill set) is a great approach as well for a level three.

    Too often in organizations we have a “one-size-fits-all” training approach. Yes, it does take more time to break training into these different developmental levels, but classroom training or eLearning aren’t the only training options. Mentoring, coaching, field work, and independent study seem not to be used as often in organizations as “how to” ILT or eLearning programs.

  • It is critical to understand the type of learning the individual prefers. Overall you need to understand the adult learning process. Are they detail oriented, to they prefer visionary statements and graphics, do they require you to think about the time being spent in teaching and them learning, that is, do you need to be short and to the point? Or, do they need you to bulid a relationship first? All these need to be taken under consideration as well all cultural differences if you are thinking about global training. In short, you need to use a neurolinguistic approach as well as and interdisciplinary one considering all the cultural differences. Adult training needs to take into consideration the extensive knowledge base an adult should posess and the abliltiy to make decisions. Its entirely different than teaching someone with minimal experience or one who posesses a smaller database of knowledge. Now, blend in the steps of strategy, creating a sense of urgency, and the ability to measure knowledge gain and you will end up with a great program.