When we talk about Skills, it's about being competent to perform a task
Thus, the trainee needs to know what the content of the task is, but also how to perform it.
What is often forgotten, but at least as important, is that the trainee needs to know why he/she has to perform the actions in this way.
This prevents the trainee from thinking of another way later on, assuming it is better or easier.
The 4-step model below is used as a basis for On the Job Training:
4-step model
You see 4 steps:
- Preparing
In preparation there are three things to pay attention to.
Yourself: are you in the best shape to give the lesson right now, are you distracted, do you have enough time and rest?
Your trainee: is this moment the right moment for him/her, is he/she there with the head, is there time and rest to pay attention?
The environment: is there distraction, noise, stench that can distract the trainee? Do you have enough material to pretend and practice? - Doing it
The trainer performs while the trainee watches.
The trainer explains in a number of iterations what, how and why the task should be performed. - Do
The trainee performs the task, repeating it a number of times until he/she can demonstrate and explain the What, How and Why.
The trainer is constantly there and helps, coaches and clarifies where necessary. - Review and qualify
The trainee performs the task without the trainer helping. The trainer asks questions where necessary (e.g. why) and afterwards judges with good or not (yet) good.
Step 4 contains, in contrast to steps 2 and 3, the criteria by which it can be measured whether the task has been performed well or not.
There should be some time between step 3 and step 4
During this time the trainee can practice under supervision to become competent, but this also gives him/her time to forget.
If the trainer then performs step 4 with the trainee after this time, this confirms that the trainee has actually recorded the details.
Walking through steps 1, 2,3 in the morning and step 4 in the afternoon gives an incorrect picture. Of course the trainee still knows all the details, but would that have been the case if step 4 had been completed a week later?
The description of step 4, containing the actions and the criteria of these actions, can later be used by the leads to check in practice whether the employee still performs the task according to the standard.
Because the task is defined in this way, there can no longer be any difference between leads that employees evaluate and tasks are performed and tested in different shifts in the same way.
Training in real life