14.5
TEACHING A JOB: AN ESSENTIAL SKILL
FOR FRONTLINELEADERS
Inspired by the people who designed the on-job training process as part of the Second World War training effort.Frontline leaders are expected to provide basic training in procedures and processes ranging
from dealing with customer complaints to using applications software. Here is a time-honored
process for teaching a specific job or task to an individual or small group (e.g., two or three
employees). Follow these steps (prepare, instruct, practice, follow up) to ensure that people
learn and to enable the job performance your organization requires from its employees.
PREPARE
Plan what you will teach.
❑ Write out the goal or performance standard in behavioral terms: what you want the
learner (person being trained) to be able to do. [☛2.7 Goal Statements]
❑ Assess the background of the learner: related job experience, current skills, knowledge
level, and preferred style of learning. [☛14.6 Learning Styles]
❑ Break down the training into digestible steps. Thus, if the job is large or complex, break
training into a number of learning segments of 30 minutes or less. (Note: Distinguish
the teaching sequence—the best way for the learner to learn the job—from the actual
working sequence.)
❑ Prepare training checklists and visual learning aids. People learn better with visuals.
❑ Make a list of typical job-related problems and safety concerns.Prepare the training site.
❑ Find a place for training where it’s safe to practice and distractions can be kept to a
minimum.
❑ Organize the site, and assemble learning aids and equipment.INSTRUCT
Prepare the learner.
❑ Create relevance for the learning by explaining whyit is needed and
howit will benefit the learner. [☛9.7 Selling Wheel]
❑ Put the learner at ease by giving permission to make mistakes and providing opportu-
nities to express concerns.
❑ Describe the goal of the training in simple and practical terms.
❑ Ask the learner what he or she already knows related to the job; then build on that.Teach the job.
❑ Present the context for the job or task: how it fits into the bigger picture at the work site.
❑ Demonstrate the job or task to the learner. Do this in simple, digestible steps.
❑ For each step, explain whatyou are doing, whyit needs to be done, and howto do it.SECTION 14 TOOLS FORLEARNING 441