BUSINESS LINK ANSWERS YOUR QUESTIONS
I do in-house training with my staff, for instance showing them how to do a particular task or procedure, some of which are quite straight forward but others can be quite complex. I find that sometimes when I question them about what they've learned, sometime after the session, they have forgotten most of what they were trained on and the notes that they take are generally not much use to them. What is going wrong?
There is a difference in style and delivery between group training and instructing one or two people on how to carry out a specific task.
Here are a few simple tips to help make one-to-one instruction effective:
- Be clear about your objective for the instruction:- and tell the learner(s) what it is that will be expected from them after the session;
- Prepare materials:- and any equipment. Set it all out first, make sure you have everything to hand for the instruction and do a run through on your own;
- Breakdown the task:- into manageable and logical stages as you do the run through on your own. Identify the key points i.e. the must remember aspects of each stage - these will relate to speed, quality, safety, tips to improve understanding, tips from your own experience etc. Try doing this on a two column card and refer to it during the instruction;
Task : Recalibrate the Widgediser
| Stage |
Key Points |
| 1. Access control panel A |
- Ensure power off;
- Obtain security key for access to unit;
- Turn both access cover handles clockwise simultaneously;
- Store access cover on wall unit to the left - not on the floor.
|
- Check existing knowledge:- you may not need to explain the whole thing from scratch, by asking what they know already you can fill in the gaps in their understanding, and you won't bore or insult them by telling them what they already know;
- Instruct one stage at a time:- by demonstration, explanation (showing and telling) and emphasising the key points;
- Ask before tell:- where practical as this gets the trainee involved, makes them think and helps test existing knowledge. But don't frustrate the trainee by continuing to ask about things to which they have no way of knowing the answer, this is a training session after all
- Let them repeat the task from start to finish: - once you are confident they understand by using their own notes and their competence from the practice sessions. Get them to explain what they are doing and why as they do it. This way you will know: a) they have grasped it (support and correct as they do it, but remember the rule 'ask before tell') and b)that they have notes that they can understand for future reference.
- Continue until competent:- and the objective achieved. This will include following up after the session to ensure that the task is being performed to the required standard and correcting as necessary.
This may well sound like spoon feeding, but adjust the approach depending on the individual. Also it might be overkill for very simple tasks so again adjust your approach accordingly. In the end you need the instruction session to be an effective use of your and the trainee's time, (i.e. do it once properly), to improve the skills and knowledge of your staff and to improve your business processes.
That's all for this month.
That's all for this month.
Peter Mulhall
Business Adviser
tel: 07717 290309
p.mulhall@businesslinkeast.org.uk
Business Link - the place to go for business support
Online: www.businesslink.gov.uk/east
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