Effective Skills TransferEffective Skills Transfer

Tools for Conducting OJTTools for Conducting OJT

What Good OJT Can Do for You What Good OJT Can Do for You

•More engagement of Learners/trainees More engagement of Learners/trainees

•Build / strengthen relationships Build / strengthen relationships •Increase Teamwork Increase Teamwork •Better Customer Service Better Customer Service

•Improve Business VersatilityImprove Business Versatility

•Employees trust you more Employees trust you more

What is Adult Learning What is Adult Learning Methodology?Methodology?

What is Adult Learning What is Adult Learning Methodology?Methodology?

Theories and Theories and observations about observations about how adults how adults best retain best retain and use informationand use information

The Traditional Education Cycle

Who Said…Who Said…

What I hear, I forget.What I hear, I forget.

What I see, I remember.What I see, I remember.

What I do, I understand.What I do, I understand.

What I hear, I forget.What I hear, I forget.

What I see, I remember.What I see, I remember.

What I do, I understand.What I do, I understand.

- - Confucius, Confucius, 451 B.C451 B.C.

Adult Learning . . . Adult Learning . . . True or False?True or False?

• Learning is a change in knowledge, Learning is a change in knowledge, behavior, attitudes/values/priorities or behavior, attitudes/values/priorities or creativity that can result when learners creativity that can result when learners interact with information.interact with information.

Adult Learning . . . Adult Learning . . . True or False?True or False?

• Learning is a change in knowledge, Learning is a change in knowledge, behavior, attitudes/values/priorities or behavior, attitudes/values/priorities or creativity that can result when learners creativity that can result when learners interact with information.interact with information.

Adult Learning . . . Adult Learning . . . True or False?True or False?

• Adult learners prefer self-directed and Adult learners prefer self-directed and self-designed learning projects.self-designed learning projects.

Adult Learning . . . Adult Learning . . . True or False?True or False?

• Adult learners do not seek out learning Adult learners do not seek out learning experiences in order to cope with specific experiences in order to cope with specific life-changing events.life-changing events.

Adult Learning . . . Adult Learning . . . True or False?True or False?

• As many as 50% of the polled adults in As many as 50% of the polled adults in one study cited the need for applications one study cited the need for applications and how-to information as the primary and how-to information as the primary motivation for undertaking a learning motivation for undertaking a learning projectproject

Adult Learning . . . Adult Learning . . . True or False?True or False?

• As many as As many as of the polled adults in of the polled adults in one study cited the need for applications one study cited the need for applications and how-to information as the primary and how-to information as the primary motivation for undertaking a learning motivation for undertaking a learning projectproject

80%80%

Adult Learning . . . Adult Learning . . . True or False?True or False?

• With the adult learner, new information:With the adult learner, new information:– should include aids to help organize it should include aids to help organize it

and relate it to previously stored and relate it to previously stored informationinformation

– should be presented one idea at a time should be presented one idea at a time – should be summarized frequently to should be summarized frequently to

facilitate retention and recallfacilitate retention and recall

Adults need to be able to integrateAdults need to be able to integratenew ideas with what they already...new ideas with what they already...

In other words... we need to help In other words... we need to help participants get from the participants get from the knownknown

to the to the unknownunknown

How Much Do We How Much Do We Retain After 3 Days?Retain After 3 Days?

• 10%10% of what we read of what we read

• ____% of what we hear____% of what we hear

• ____% of what we see ____% of what we see

• ____% of what we see ____% of what we see and hear and hear

• ____% of what we say____% of what we say

• ____% of what we say as we ____% of what we say as we dodo

How Much Do We Retain How Much Do We Retain After 3 Days?After 3 Days?• 10% of what we read10% of what we read

• 20%20% of what we hear of what we hear

• ____% of what we see ____% of what we see

• ____% of what we see ____% of what we see and hear and hear

• ____% of what we say____% of what we say

• ____% of what we say as ____% of what we say as we dowe do

How Much Do We Retain How Much Do We Retain After 3 Days?After 3 Days?• 10% of what we read10% of what we read

• 20% of what we hear20% of what we hear

• 30%30% of what we see of what we see

• ____% of what we see ____% of what we see and hear and hear

• ____% of what we say____% of what we say

• ____% of what we say as ____% of what we say as we dowe do

How Much Do We Retain How Much Do We Retain After 3 Days?After 3 Days?

• 10% of what we read10% of what we read

• 20% of what we hear20% of what we hear

• 30% of what we see 30% of what we see

• 50%50% of what we see of what we see and hear and hear

• ____% of what we say____% of what we say

• ____% of what we say as we ____% of what we say as we dodo

How Much Do We Retain How Much Do We Retain After 3 Days?After 3 Days?

• 10% of what we read10% of what we read

• 20% of what we hear20% of what we hear

• 30% of what we see 30% of what we see

• 50% of what we see 50% of what we see and hear and hear

• 70%70% of what we say of what we say

• ____% of what we say as we do____% of what we say as we do

How Much Do We Retain How Much Do We Retain After 3 Days?After 3 Days?

• 10% 10% of what we readof what we read

• 20% 20% of what we hearof what we hear

• 30% 30% of what we seeof what we see

• 50% 50% of what we see of what we see and hear and hear

• 70% 70% of what we sayof what we say

• 90% of what we say as we 90% of what we say as we dodo

How Learners DifferHow Learners Differ

Learners differ in Learners differ in their learning their learning preferences . . .preferences . . .

. . . just as education . . . just as education differs in its differs in its outcomes or results.outcomes or results.

Example of How Adult Learners Example of How Adult Learners Differ: Preferred Learning StylesDiffer: Preferred Learning Styles

• AuditoryAuditory

• VisualVisual

• TactileTactile

29%29%

34%34%

Example of How Adult Learners Example of How Adult Learners Differ: Preferred Learning StylesDiffer: Preferred Learning Styles

• Auditory Auditory

• Visual Visual

• TactileTactile

29%29%

34%34%

37%37%

Activity to show us how adults learnActivity to show us how adults learn

• Each of you has a pile of five circlesEach of you has a pile of five circles

• Leave circles in pile; and listen to meLeave circles in pile; and listen to me

ObjectivesObjectives

To move five circles in five movesTo move five circles in five moves fromfrom alternating alternating colors…colors… to a display of to a display of 3 red3 red and and 2 yellow.2 yellow.

• Always move 1 red & 1 yellow togetherAlways move 1 red & 1 yellow together (they must be next to each other); (they must be next to each other);

Procedure:Procedure:

• Don’t close up space;Don’t close up space;

• Take only 5 movesTake only 5 moves

Instructions / Steps for SuccessInstructions / Steps for Success

1 Move 1st R-Y to right1 Move 1st R-Y to right

2 Move 2nd R-Y to right2 Move 2nd R-Y to right

3 Move 3rd R-Y to right3 Move 3rd R-Y to right

4 Move inside Y- R to left4 Move inside Y- R to left

5 Move outside R- Y to right5 Move outside R- Y to right

Instructions / Steps for Success #2Instructions / Steps for Success #2

1 Move 1 Move 11 - 2 to right - 2 to right

2 Move 2 Move 33 - 4 to right - 4 to right

3 Move 3 Move 11 - 2 to right - 2 to right

4 Move 4 - 4 Move 4 - 11 to left (opening) to left (opening)

5 Move 5 Move 55 - 4 to right (opening) - 4 to right (opening)

1) Move to Right

2) Move to Right

3) Move to Right

4) Move to Left (open)

5) Move to Right (open)

1 2

3 4

1 2

4 1

5 4

Instructions / Steps for Success #3Instructions / Steps for Success #3

Learners Differ in Preferred Learners Differ in Preferred Learning Sources…Learning Sources…

Learners Differ in Their Learners Differ in Their Personal CharacteristicsPersonal Characteristics

• mental abilitymental ability• defensivenessdefensiveness• anxiety levelanxiety level• self-insightself-insight• self-esteemself-esteem• current knowledge/current knowledge/

skill levelskill level• attitude toward attitude toward

learning and learning and personal changepersonal change

• amount of time, amount of time, energy and money left energy and money left

• enjoyment from using enjoyment from using mental abilitiesmental abilities

• acceptance of acceptance of ambiguityambiguity

• willingness to return willingness to return after interruptionsafter interruptions

• need for achievementneed for achievement• success of past success of past

learning experienceslearning experiences

What types of What types of employees/Learners employees/Learners

have have youyou had to make had to make OJT adjustments for? OJT adjustments for?

What did you do?What did you do?

How did it help?How did it help?

INFORMATIONINFORMATION

ASSOCIATIONASSOCIATIONCONFIRMATIONCONFIRMATION

EXPERIMENTATIONEXPERIMENTATION

The Adult Learning ProcessThe Adult Learning Process

Tell me, I’ll Tell me, I’ll forget;forget;

Show me, I might Show me, I might remember;remember;

Involve me, I’ll Involve me, I’ll

Test me, I’llTest me, I’ll

Adult Learning SimplifiedAdult Learning Simplified

learn.learn.

performperform..

AnalyzingAnalyzingour our

Instructional Instructional approach…approach…

for for betterbetter

InteractivityInteractivity

#1#1 Too much _____________Too much _____________

not enough Learner not enough Learner

OJT Mistakes to AvoidOJT Mistakes to Avoid

#2#2 Too much _________Too much _________

not enough Trainee _________not enough Trainee _________ &&

________________________

PresentationPresentation

InformationInformation

TellingTelling

Asking Asking

Listening.Listening.

Share Your Share Your ExperienceExperience

Effective Effective Instruction…Instruction…

What helps?What helps?

What hinders?What hinders?

chartchart

1. Put 1. Put themthem at ease…make at ease…make themthem comfortable…focus on participants comfortable…focus on participants

Some Ways to Address ? ThoughtsSome Ways to Address ? Thoughts

2. Establish credibility without 2. Establish credibility without Intimidating Intimidating

3. Explain benefits / create interest -3. Explain benefits / create interest -energy energy

4. Ask them a question or two 4. Ask them a question or two

For Instructor For Instructor Excellence...Excellence...

have the have the attitude attitude of a of a learnerlearner

EIT

1) Move to Right

2) Move to Right

3) Move to Right

4) Move to Left (open)

5) Move to Right (open)

1 2

3 4

1 2

4 1

5 4

Secret Code – Application

Four Steps for EffectiveSkills Transfer/OJT Session

• Planning• Conducting • Applying• Assessing/Testing

Does this help any?

1) Move to Right

2) Move to Right

3) Move to Right

4) Move to Left (open)

5) Move to Right (open)

1 2

3 4

1 2

4 1

5 4

1. State 1. State youryour purpose - tell the purpose - tell the whywhy

Things you Can Do to Things you Can Do to Help Your Instructional ApproachHelp Your Instructional Approach

2. Your approach - steps - ask for help2. Your approach - steps - ask for help

3. Example teaches - stories reinforce 3. Example teaches - stories reinforce

4. Say it more than one way 4. Say it more than one way

5. Use props - we think in 5. Use props - we think in picturespictures

6. Presentation w/o application…6. Presentation w/o application…leads to frustrationleads to frustration

7. Open vs. closed7. Open vs. closed

8. To support or modify behavior8. To support or modify behavior

9. Check back with - when in doubt...9. Check back with - when in doubt...

10. Help them recall key learning points 10. Help them recall key learning points

11. TELLING THEM! 11. TELLING THEM!

Things you Can Do to Things you Can Do to Help Your Instructional ApproachHelp Your Instructional Approach

1) Move to Right

2) Move to Right

3) Move to Right

4) Move to Left (open)

5) Move to Right (open)

1 2

3 4

1 2

4 1

5 4

1. Put 1. Put themthem at ease…make at ease…make themthem comfortable…focus on participants comfortable…focus on participants

Remember Effective Openings…Remember Effective Openings…

2. Establish credibility without 2. Establish credibility without Intimidating Intimidating

3. Explain benefits / create interest -3. Explain benefits / create interest -energy energy

4. Ask them a question or two 4. Ask them a question or two

Effective Closings…Effective Closings…

Allow for ___________________Allow for ___________________

_________________________ or_________________________ or

______________________________________________________

SummarizingSummarizing

Action PlanningAction Planning

Tie things together.Tie things together.

In Closing . . .In Closing . . .

Education is what Education is what you have left over you have left over once you have once you have forgotten everything forgotten everything you have learned.you have learned.

- Unknown- Unknown

It’s not what they know…It’s not what they know…

It’s what they DO with what they know!It’s what they DO with what they know!

INFORMATIONINFORMATION

ASSOCIATIONASSOCIATIONCONFIRMATIONCONFIRMATION

EXPERIMENTATIONEXPERIMENTATION

The Adult Learning Process revisitedThe Adult Learning Process revisited

Said Another Way…Said Another Way…

_____________ isn’t training

_____________ may help

_____________ builds skill

_____________ supports action/follow-thru

TellingTelling

ShowingShowing

InvolvingInvolving

ConfirmingConfirming

Adult LearningAdult Learning

At the completion of this program, you will be At the completion of this program, you will be able to better:able to better:

• understand how adults learn• analyze a task’s measurable objectives • use worksheets to plan and prepare an OJT• prepare to convey/demonstrate information so

trainees understand it• conduct a more interactive OJT training session• monitor learner’s progress after training

Program Objectives Revisited:Program Objectives Revisited:

Effective Skills TransferEffective Skills Transfer

Tools for Conducting OJTTools for Conducting OJT

Thank You for Your Participation!Thank You for Your Participation!