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Effective Skills Transfer Tools for Conducting OJT. 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. What is Adult Learning Methodology?.

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what good ojt can do for you
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
what is adult learning methodology1
What is Adult Learning Methodology?

Theories and observations about how adults best retain and use information

who said
Who Said…

What I hear, I forget.

What I see, I remember.

What I do, I understand.

?

slide7
What I hear, I forget.

What I see, I remember.

What I do, I understand.

- Confucius,

451 B.C.

adult learning true or false
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.
adult learning true or false1
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

adult learning true or false2
Adult Learning . . . True or False?
  • Adult learners prefer self-directed and self-designed learning projects.

True

adult learning true or false3
Adult Learning . . . True or False?
  • Adult learners do not seek out learning experiences in order to cope with specific life-changing events.

False

adult learning true or false4
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
adult learning true or false5
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

adult learning true or false6
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

adults need to be able to integrate new ideas with what they already
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

how much do we retain after 3 days
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
how much do we retain after 3 days1
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
how much do we retain after 3 days2
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
how much do we retain after 3 days3
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
how much do we retain after 3 days4
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
how much do we retain after 3 days5
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
how learners differ
How Learners Differ

Learners differ in their learning preferences . . .

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

example of how adult learners differ preferred learning styles1
Example of How Adult Learners Differ: Preferred Learning Styles
  • Auditory
  • Visual
  • Tactile

29%

34%

37%

slide25

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.

slide26

Procedure:

  • Always move 1 red & 1 yellow together (they must be next to each other);
  • Don’t close up space;
  • Take only 5 moves
slide27

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

slide28

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)

slide29

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)

learners differ in preferred learning sources
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

learners differ in their personal characteristics
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
slide32
What types of employees/Learners have you had to make OJT adjustments for? What did you do?How did it help?
slide34

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!

slide35

Adult Learning Simplified

Tell me, I’ll forget;

Show me, I might remember;

Involve me, I’ll

Test me, I’ll

learn.

perform.

slide37

OJT Mistakes to Avoid

Presentation

#1 Too much _____________

not enough Learner

Information

Telling

#2 Too much _________

not enough Trainee _________&

____________

Asking

Listening.

slide38

Share Your Experience

Effective Instruction…

What helps?

What hinders?

chart

slide39

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

slide40

EIT

For Instructor Excellence...

have the attitude of a learner

slide41

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)

four steps for effective skills transfer ojt session
Four Steps for EffectiveSkills Transfer/OJT Session
  • Planning
  • Conducting
  • Applying
  • Assessing/Testing
slide45

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)

slide46

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

slide47

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!

slide48

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)

slide49

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

slide50

Effective Closings…

Summarizing

Allow for ___________________

_________________________ or

___________________________

Action Planning

Tie things together.

in closing
In Closing . . .

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

- Unknown

It’s not what they know…

It’s what they DO with what they know!

slide52

The Adult Learning Process revisited

inform me...

make it good

INFORMATION

CONFIRMATION

ASSOCIATION

watch me

how's this?

relate to

my world!

EXPERIMENTATION

let me

try it!

slide53

Adult Learning

Said Another Way…

_____________ isn’t training

_____________ may help

_____________ builds skill

_____________ supports action/follow-thru

Telling

Showing

Involving

Confirming

slide54

Program Objectives Revisited:

  • At the completion of this program, you will be
  • able to better:
    • understand how adults learn
    • analyze a task’s measurableobjectives
    • use worksheets to plan and prepare an OJT
    • prepareto convey/demonstrate information so trainees understand it
    • conduct a more interactive OJT training session
    • monitor learner’s progress after training
effective skills transfer tools for conducting ojt1
Effective Skills TransferTools for Conducting OJT

Thank You for Your Participation!