| 1. Tell, Show, Illustrate | | | | 5. Encourage; Encourage; Encourage... |
| This approach is very old, but it's time honoured. Tell | | | | It may be difficult, but try to be positive and |
| means describe in detail the process you're about to | | | | encouraging at all times. On job training can be |
| use e.g. "we're going to open the valve using this | | | | frustrating, especially when the trainee "doesn't get it". |
| spanner and collect the oil, etc, etc" and continue to the | | | | Avoid criticism, especially if it involves personal |
| finish of the process. Then show the components, | | | | comment. Remember, you have a very strong vested |
| tools, equipment and paperwork involved. Finally, do the | | | | interest in trainee competence. The better they do |
| job you've described and shown. That's called | | | | their job, the easier your life will be. |
| "illustrate". | | | | 6. Demonstration Is What Matters |
| 2. Have The Trainee Follow The First Two Steps | | | | It's easy to think that a trainee can actually do |
| Get the trainee to tell and show. Be patient. Allow | | | | something if they can describe what they should do. |
| them to go through the process and help them if they | | | | It's a false perception. Only when a trainee shows that |
| falter. Be careful not to "jump in" the moment they | | | | they can actually do something to your total |
| hesitate. Use questions to help jog their memory. | | | | satisfaction can you consider you've done your job as |
| When the trainee can "tell" use the same techniques to | | | | a trainer. Ticking a box or writing a phrase such as |
| help them "show". | | | | 'training completed" on a form is meaningless. |
| 3. Do "Illustrate" Separately | | | | Demonstrating competence is the measure of |
| Get the trainee to "illustrate" only after they've | | | | completion. |
| demonstrated that they're competent to tell and show. | | | | 7. A Bit At A Time |
| You need to do everything you can to limit mistakes in | | | | Break the job to be done into small but intact sections. |
| actually doing the job -- "illustrate". Getting tell and show | | | | Trainees learn best when they're confident. Build their |
| "down pat" will help greatly in practicing the skill. It may | | | | confidence by using sections of the job that they can |
| be a slow process. But it's worth the time and effort. | | | | master. Avoid trying to teach complex jobs in one long |
| 4. Practice Does Make Perfect | | | | stretch. |
| Someone once said that "an amateur practices until he | | | | Conclusion |
| gets it right: a professional practices until he can't get it | | | | You are the major beneficiary when your employees |
| wrong". You haven't done your job as trainer until the | | | | are competent. Always remember this. It's in your best |
| trainee demonstrates that he or she "can't get it | | | | interests to treat on job training seriously and |
| wrong". Allow plenty of time for trainee practice, | | | | professionally. And ensure that other staff you use as |
| preferably under your supervision. | | | | trainers do the same. |