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How to set up on-the-job trainings?

Category: HRM

General recommendations for successful on-the-job training

If on-the-job training is to be efficient, it must be organised and carried out on the basis outlined below:

— Obtain information from the training office regarding practical steps and available tools; on-the-job training is an area that has been studied and refined for many decades, now. Find out what training Within Industry (T.W.I.) has to offer, investigate courses currently on offer, examine the available documentation and support, etc.

— Carefully define the desired learning objectives; failure to do so will make it virtually impossible either to select appropriate subject matter and teaching methods, or to avoid “drowning” trainees in an over-abundant display of knowledge.

— Above all, seek to motivate staff to want to be trained and, if possible, to train themselves:

— Help them set aside time for study and refection.

— Carefully analyse their expectations.

— Look for any and all opportunities to stimulate their curiosity.

— Show them how interesting, useful and important it is to learn (give the subject depth and breadth).

— Start off with concrete situations and real problems that they can relate to from experience (i. e., try to get trainees to experience the training actively and meaningfully, while bringing them round to your own approach, through quizzing, illustrative anecdotes, etc.).

— Provide them with the means of identifying their own shortcomings or successes, measuring their own progress, etc.

— Make sure that trainees are quickly and regularly provided with feedback that deals with specifics. Teaching adults, and motivating them to learn, necessarily involves putting them to the test: not overlooking their failures and shortcomings, but (more importantly) always encouraging them to succeed and praising each success.

— In everyday supervisory relations with staff, adopt a management style that is positive, constructive, “educational” rather than punitive.

— Organise training methodically:

— Design courses and curricula.

— Draw up a structured timetable that takes account of the trainees’ time and yours.

— Instruct trainees yourself, or assign this to others.

— Follow-up on learning progress.

— Present items to be learnt in a lively way:

— A diagram is worth more than a long lecture. Always have a flip chart and markers handy. Try to develop your own ability to illustrate (or comment) graphically, visually…

— Encourage trainees to develop their reasoning and critical faculties by giving logical structure to your own explanations and remarks.

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