Process improvement project - Training -

INSTRUCTOR CARD
What is a Training Instructor Card used for?

It is intended to serve primarily (and often only) as Instructor Notes. 

 

These are used only by the Supervisor and Trainer, to help prepare for and effectively deliver face-to-face training.

It is not uncommon for a Supervisor or Trainer to make their Job Breakdown Sheet available to the worker if needed.

 

What it looks like:

 

The card is one page, and two sided.

Read on for how to create an Instructor card and what information goes on to each side..

Front of card - How to Get Ready to Train

1.  Have a timetable - using a Training and Skills Matrix.  How much skill do you expect which workers to have — by what dates?

 

2.  Break down the job into concise Instructor Notes - List the major steps (what to do) i.e. the important steps that advance the work.  The steps should be small enough to see in one line, and ideally each step should be contain the same amount of work.  If more than 5 key points, consider breaking into separate major steps.  Start each major step with an action verb (Prepare, Complete, Create).  Pick out the key points (how to do it) and use symbols e.g.

◊             Quality considerations that make or break the success or failure of the job

√             Tricks of the trade that make the job easier to do

 

3.  Summarize the reasons for key points (why)

 

4.  Have everything ready - the right equipment, materials, supplies, and instruction aids

5.  Ensure that all process documentation is up to date to accurately reflect current best practices.  Ensure the worker has permanent and easy access to process documentation and training materials.

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Back of Card

Step 1 — Prepare the worker

  1. Put the person at ease

  2. State the job

  3. Find out what the person already knows about the job (or similar type)

  4. Get the person interested in learning the job

  5. Place the person in the correct position

 

Step 2 — Present the task

  1. Tell, show, and illustrate each major step, one at a time

  2. Demonstrate again.  Stress each key point, and reasons for each key point

  3. Written process documentation should be introduced only AFTER demonstration (can be at the end of Step 2 or Step 3)

  4. Instruct clearly, completely, and patiently

  5. Teach no faster than the learner can master

 

Step 3 — Try out performance

  1. Have the learner do the job, with the instructor allowing the learner to work in silence. Correct any errors immediately (so that wrong habits never start) and perhaps again demonstrate anything that wasn't fully learned

  2. Have the learner do it again, this time explaining each important step

  3. Have the learner do it again, this time explaining every key point

  4. Have the learner do it again, this time explaining the reasons for every key point

  5. Make sure the person understands. Continue until you know they know

 

Step 4 — Follow up

  1. Put the person on their own

  2. Make clear how much work is expected to be done over what period of time

  3. Ensure that the person knows where to find (easily accessible) process documentation

  4. Designate to whom the person goes for help, is almost always the same person that did the original training

  5. Check back frequently to see how things are going

  6. Encourage questions

  7. Taper off extra coaching as it becomes evident that the person has mastered the new skill

And finally, make a note to inform that If the Team Member hasn't learnt, the Training hasn't taught.