Encyclopedia of Leadership

❑ Next, reverse roles and have the learner explain each step to you.

❑ As appropriate, point out any errors and safety concerns.

❑ When the instruction is complete, ask the learner to demonstrate the complete job or task.

PRACTICE

❑ Practice is essential. Success is not what the learner knows, but what the learner can do.

❑ Encourage the learner by pointing out successes and reminding him or her of the ben-

efits of knowing the job.

❑ Correct any errors immediately in a supportive and understanding way. [☛12.4 Feedback]

❑ Congratulate the learner when he or she performs the job or task to a

reasonable standard.

❑ Inform learners where they can get help on an ongoing basis.

FOLLOW UP [☛13.1 Coaching]

❑ Check on-the-job progress frequently and regularly for a period after training.

Try to catch performance errors before they become performance habits.

❑ If possible, pair the learner with an experienced employee to ensure ongoing support.

❑ Reward and celebrate success when demonstrated results are being achieved.

HOW TO USE THIS LEADERSHIP TOOL

“More and more (leaders) are being asked to teach some aspect of their expertise or ‘know-how.’

Too often, these people are taught ‘what’ to instruct, but not ‘how’ to instruct ... .”

—Bruce Klatt, THE ULTIMATE TRAINING WORKSHOP HANDBOOK

WEB WORKSHEET

Preparation is the key to successful on-job training. Use the workspace provided to plan how

you will organize to teach a job or task. Note the major learning steps involved. For example,

if you’re teaching an individual how to operate a new heavy-lift crane, major learning steps

might include safety, maintenance, calculating loads, and so on. Next, major learning steps

need to be broken down into bite-size learning chunks. Take crane safety, for example; this

could be broken down into safety procedures when working around power lines, when work-

ing in windy conditions, when working at night, when refueling, and so on. Finally, for each

of the bite-size learning chunks, consider the critical teaching points that need to be covered

in your instruction; for example, why a given safety procedure is important, or common errors

to avoid when operating a crane at night, and so on.

442 SECTION 14 TOOLS FORLEARNING

The job or taskthat is being taught: __________________________________________

The goalyou want to achieve as a result of teaching this job or task (what the learner will be able to do at the end of this

instruction):

[☛2.7 Goal Statements]