Skills for Leading On-the-Job Training

On the Job: Design and Delivery Skills for One-on-One Training

Course Outcomes

This train-the-trainer course for on-the-job trainers will:

  • Offer a framework for breaking down tasks and creating on-the-job training.
  • Review several on-the-job training task algorithms.
  • Suggest techniques for establishing trust and building rapport with students.
  • Explain how to identify barriers that would prevent trainees from successfully learning new skills.
  • Emphasize the importance of tying on-the-job training to the big picture and the learner’s personal goals.
  • Review coaching skills.
  • Suggest a process for ensuring training sticks long term.

Course Overview

At some point in their careers, almost everyone receives some type of real-time training or on-the-job instruction. When delivered correctly, training on the job can be an efficient method of transferring knowledge and teaching employees new skills. On the other hand, when left to chance or incorrectly implemented, on-the-job training can demotivate and discourage employees as well as pass on bad habits, shortcuts, and other processes that are less than ideal and in some cases dangerous.  This train-the-trainer program is designed specifically for people who train on the job.  It provides processes and tactics for determining what to teach and when, building rapport and establishing trust with learners, tying what’s being taught into the bigger picture, coaching learners, documenting training, and retraining if needed.

Program Objectives

At this program’s conclusion, participants should be able to:

  • Break down job functions into small, teachable pieces.
  • Define a training timetable and plan on-the-job coaching sessions.
  • Tie learning into larger objectives.
  • Choose the appropriate training model based on the skills being taught.
  • Describe what motivates (or demotivates) learners.
  • Build rapport and establish trust with learners.
  • Explain learning goals and gain buy-in from those being trained.
  • Provide positive feedback.
  • Evaluate performance and coach for deficiencies.
  • Document training.
  • Re-train as needed.

The following outline highlights some of the course’s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of participant materials prior to the session(s).

Total Task Inventories: What Learners Must Know

This program begins with a discussion about the value of on-the-job training and the characteristics successful on-the-job training programs share.  Following that conversation, the group will explore the process of analyzing a job and creating a complete list of tasks associated with a position (total task inventory). Then, working in teams, they will consider a case study and practice the process.  Once they have a total task inventory in hand, participants will rate the importance of each task in relation to the consequence of unsatisfactory performance.  They will then use that information to determine what should be taught and when.

Learning Task Algorithms: Finding the Right Recipe

Our second module delves into the subject of task algorithms and the importance of choosing the right one.  In this section, we will discuss how the verbs in a learning objective can provide us with clues about the algorithm that’s most appropriate.  Next, we will explore 11 algorithm “recipes” or guidelines for creating effective training. For example, if a training session is around hazardous material management and the ability to recognize symbols, an exercise teaching memory tricks and sorting might be appropriate.  On the other hand, an activity about the end use of the chemical, while interesting, would make less sense.  An understanding of task algorithms and the learning strategies associated with each can prevent problems such as those from occurring.

How Many Miles Per Hour? Rapid Learning Techniques

While every learner is different, trainers can take decided steps to accelerate the process and incorporate rapid-learning techniques into their instruction.  This course component reviews tools such as pegging, linking, metaphors, and user-created diagrams. Participants will learn the value of each tactic by first practicing the techniques.  Next, they will apply them to tasks they will eventually need to teach.

Task Templates: Creating an Instruction Plan

Whether formal or informal, it helps to have an instruction plan for on-the-job training. In this part of the program, we will discuss elements all instruction plans should have. Next, we will look at several templates and practice using them. We will also address the problem of paperwork overload and ideas for managing documentation in such a way that it does not become cumbersome to the learning process.

Bring in the Learners: Meeting People Where They Are

The best-designed training can fail if it’s not skillfully delivered.  In this part of the workshop, we will talk about managing learners: assessing attitudes toward training, building rapport, establishing trust, and tying training to a student’s personal goals. During this part of the course, participants will also consider several learner challenges and create solutions for overcoming each.

Learner Type: Adjusting for Style

Some people learn best by seeing, some by hearing, and some by doing.  In this seminar segment, we will look at learning styles and how on-the-job trainers need to be able to adjust their approaches to accommodate a range of preferences.  Working through an example, participants will create three approaches to teaching the same content to accommodate different learning styles.  

Coaching for Top Performance: Essential Skills for Transfering Knowledge

Great coaches can tease out the best from the people they train.  In this part of the program, we will look at the soft skills needed to coach and encourage others during one-on-one training.  We will pay careful attention to empathy, pacing, body language, and word choice.  We will also address such challenges as learners who aren’t “getting it” because they don’t want to perform a task, students who think they’re already performing correctly, and those who despite multiple attempts are not able to meet required standards.

Touch Ups: Evaluating Performance and Preventing Bad Habits

The final part of this course addresses training evaluation, steps for ensuring performance continues back on the job, and actions for discouraging bad habits such as shortcuts or skipping steps.  This segment also discusses re-training, refreshing, peer coaching, and how these elements fit into a solid on-the-job program.

By the conclusion of this program, participants should have an understanding of what it takes to develop, deliver, and evaluate effective on-the-job training.  

Available Formats

  • Full-Day Training Course
  • Multi-Day Training Course

Onsite Training Course Reminders

Our instructor-led training courses are available to private groups.  These workshops are not offered in a public seminar format.  Please contact us to speak with a facilitator about your needs and bringing training to your organization.

We offer training in the following US states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

We also travel to Africa, Australia and New Zealand, Asia, Canada, Central America, Continental Europe, the Middle East, and the United Kingdom.

Please contact us about your location.

Onsite Workshops