Effective Skills Transfer Tools for Conducting OJT

1. Effective Skills TransferTools for Conducting OJT

2. What Good OJT Can Do for You • More engagement of Learners/trainees • Employees trust you more • Build / strengthen relationships • Increase Teamwork • Better Customer Service • Improve Business Versatility

3. What is Adult Learning Methodology?

4. What is Adult Learning Methodology? Theories and observations about how adults best retain and use information

5. The Traditional Education Cycle

6. Who Said… What I hear, I forget. What I see, I remember. What I do, I understand. ?

7. What I hear, I forget. What I see, I remember. What I do, I understand. - Confucius, 451 B.C.

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

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

10. Adult Learning . . . True or False? • Adult learners prefer self-directed and self-designed learning projects. True

11. Adult Learning . . . True or False? • Adult learners do not seek out learning experiences in order to cope with specific life-changing events. False

12. Adult Learning . . . True or False? • As many as 50% of the polled adults in one study cited the need for applications and how-to information as the primary motivation for undertaking a learning project

13. Adult Learning . . . True or False? • As many as of the polled adults in one study cited the need for applications and how-to information as the primary motivation for undertaking a learning project 80% False

14. Adult Learning . . . True or False? • With the adult learner, new information: • should include aids to help organize it and relate it to previously stored information • should be presented one idea at a time • should be summarized frequently to facilitate retention and recall True

15. Adults need to be able to integratenew ideas with what they already... Know In other words... we need to help participants get from the knownto the unknown

16. How Much Do We Retain After 3 Days? • 10% of what we read • ____% of what we hear • ____% of what we see • ____% of what we see and hear • ____% of what we say • ____% of what we say as we do

17. How Much Do We Retain After 3 Days? • 10% of what we read • 20% of what we hear • ____% of what we see • ____% of what we see and hear • ____% of what we say • ____% of what we say as we do

18. How Much Do We Retain After 3 Days? • 10% of what we read • 20% of what we hear • 30% of what we see • ____% of what we see and hear • ____% of what we say • ____% of what we say as we do

19. How Much Do We Retain After 3 Days? • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we see and hear • ____% of what we say • ____% of what we say as we do

20. How Much Do We Retain After 3 Days? • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we see and hear • 70% of what we say • ____% of what we say as we do

21. How Much Do We Retain After 3 Days? • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we see and hear • 70% of what we say • 90% of what we say as we do

22. How Learners Differ Learners differ in their learning preferences . . . . . . just as education differs in its outcomes or results.

23. Example of How Adult Learners Differ: Preferred Learning Styles • Auditory • Visual • Tactile 29% 34%

24. Example of How Adult Learners Differ: Preferred Learning Styles • Auditory • Visual • Tactile 29% 34% 37%

25. Activity to show us how adults learn • Each of you has a pile of five circles • Leave circles in pile; and listen to me Objectives To move five circles in five movesfrom alternating colors… to a display of 3 red and 2 yellow.

26. Procedure: • Always move 1 red & 1 yellow together (they must be next to each other); • Don’t close up space; • Take only 5 moves

27. Instructions / Steps for Success 1 Move 1st R-Y to right 2 Move 2nd R-Y to right 3 Move 3rd R-Y to right 4 Move inside Y- R to left 5 Move outside R- Y to right

28. Instructions / Steps for Success #2 1 Move 1 - 2 to right 2 Move 3 - 4 to right 3 Move 1 - 2 to right 4 Move 4 - 1 to left (opening) 5 Move 5 - 4 to right (opening)

29. 1 2 3 4 1 2 4 1 5 4 Instructions / Steps for Success #3 1) Move to Right 2) Move to Right 3) Move to Right 4) Move to Left (open) 5) Move to Right (open)

30. Learners Differ in Preferred Learning Sources… Reading printed materials newsletters, paycheck stuffers, etc. Seminars Computer-based One-on-one counseling Multimedia Advice Workshops Audiotapes and videotapes Internet/distance learning

31. Learners Differ in Their Personal Characteristics • amount of time, energy and money left • enjoyment from using mental abilities • acceptance of ambiguity • willingness to return after interruptions • need for achievement • success of past learning experiences • mental ability • defensiveness • anxiety level • self-insight • self-esteem • current knowledge/skill level • attitude toward learning and personal change

32. What types of employees/Learners have you had to make OJT adjustments for? What did you do?How did it help?

34. The Adult Learning Process inform me... make it good INFORMATION CONFIRMATION ASSOCIATION watch me how's this? relate to my world! EXPERIMENTATION let me try it!

35. Adult Learning Simplified Tell me, I’ll forget; Show me, I might remember; Involve me, I’ll Test me, I’ll learn. perform.

36. Analyzingour Instructional approach… for betterInteractivity

37. OJT Mistakes to Avoid Presentation #1 Too much _____________ not enough Learner Information Telling #2 Too much _________ not enough Trainee _________& ____________ Asking Listening.

38. Share Your Experience Effective Instruction… What helps? What hinders? chart

39. Some Ways to Address ? Thoughts 1. Put them at ease…make them comfortable…focus on participants 2. Establish credibility without Intimidating 3. Explain benefits / create interest - energy 4. Ask them a question or two

40. EIT For Instructor Excellence... have the attitude of a learner

41. 1 2 3 4 1 2 4 1 5 4 1) Move to Right 2) Move to Right 3) Move to Right 4) Move to Left (open) 5) Move to Right (open)

42. Secret Code – Application

43. Four Steps for EffectiveSkills Transfer/OJT Session • Planning • Conducting • Applying • Assessing/Testing

44. Does this help any?

45. 1 2 3 4 1 2 4 1 5 4 1) Move to Right 2) Move to Right 3) Move to Right 4) Move to Left (open) 5) Move to Right (open)

46. Things you Can Do to Help Your Instructional Approach 1. State your purpose - tell the why 2. Your approach - steps - ask for help 3. Example teaches - stories reinforce 4. Say it more than one way 5. Use props - we think in pictures 6. Presentation w/o application… leads to frustration

47. Things you Can Do to Help Your Instructional Approach 7. Open vs. closed 8. To support or modify behavior 9. Check back with - when in doubt... 10. Help them recall key learning points 11. TELLING THEM!

48. 1 2 3 4 1 2 4 1 5 4 1) Move to Right 2) Move to Right 3) Move to Right 4) Move to Left (open) 5) Move to Right (open)

49. Remember Effective Openings… 1. Put them at ease…make them comfortable…focus on participants 2. Establish credibility without Intimidating 3. Explain benefits / create interest - energy 4. Ask them a question or two

50. Effective Closings… Summarizing Allow for ___________________ _________________________ or ___________________________ Action Planning Tie things together.