Train the trainer: optimizing learning in an operational or manufacturing context

How to plan training for an operational employee

Objective:

Upon completion of this learning unit, participants will be able to define a realistic progression of an operational employee on the way to job autonomy.

Summary description

Who does what at what time, what content and in what order to teach it, what to practice. All of these elements are important to define if you want to achieve assessable and progressive objectives. In this unit, you will separate the essential from the superfluous, in order to produce a realistic training plan that allows for an adaptable learning curve for the employees being trained.

Key knowledge implied:

Defining the targets to be reached

Identification of the essential elements to be included in the training

Production of a progression plan

The importance of adapting to production contexts

How to document the knowledge of an operational workstation

Objective:

Upon completion of this learning unit, participants will be able to identify quality criteria for training support tools and materials.

Summary description

Since time to make and read documents in an operational setting is limited, the choice of information and materials to be used becomes a "must" to maximize training. Task aids and documentation must be adapted to the position. In this unit, you will learn how to make choices regarding documents and other training support tools (videos, photos, quality walls, etc.)

Key knowledge implied:

Choosing to document the knowledge of a position

Prioritize the essential knowledge that should be part of the training and that which should be part of the post-training follow-up

The supports for job documentation

Types of information to be documented

Principles for organizing information to facilitate learning

How to get participants to stick with the training

Objective:

By the end of this learning unit, participants will be able to explain how to build trust (a supportive climate) with an employee in training from Day 1.

Summary description

The trainer must create a positive climate for the employee to be motivated and confident. The emphasis must be placed on: getting to know the employee, his or her apprehensions and interests for the position, his or her ability to learn and his or her need for support. This trusting relationship allows the employee to feel supported, reassured and encouraged to learn the position. In this unit, you will learn how and why it is helpful to know the employee to be trained so that the training goes smoothly.

Key knowledge implied:

Focus on the learning employee

Ability and motivation to learn

Information that helps to better coach

Balance between coaching, reassurance and confidence building, encouragement

What are the instructional strategies that promote skill development?

Objective:

Upon completion of this learning unit, participants will be able to apply strategies to ensure that the trainee integrates various job information.

Summary description

How to ensure that the employee in training integrates the elements to be known and acquires sufficient practices according to the standards of the position. Beyond a trainer who explains and demonstrates, there is an employee who must integrate the information and develop his practice as he goes along, at his own pace. In this unit, you will practice different strategies to acquire knowledge, practice tasks and develop problem solving skills.

Key Knowledge Implied:

Strategies to teach the different types of job knowledge

Tips from the expert to avoid pitfalls

Adapting to different types of people / varying the approach

Validation of the integration of knowledge

The importance of feedback for good training

Objective:

At the end of this learning unit, participants will be able to use a feedback technique to help employees learn and support their progress.

Summary description

As the operations employee progresses, they practice tasks and integrate information to better understand and adjust to the unexpected. A good way to support the learner's progress is to give feedback on the good and the bad. This allows the learner to know what to change and what to reinforce. In this unit, you will practice a feedback technique to minimize the fallout on both sides and ensure that the employee knows how to adjust.

Key Knowledge Implied:

A feedback technique

Feedback on behaviour, on task performance, on understanding

Possible reactions of the employee in training and the possibilities of the trainer

Feedback to supervisor about trainees

How to prepare for post-training

Objective:

Upon completion of this learning unit, participants will be able to identify the needs of the employee who has completed the training and still has steps to take toward optimal performance.

Summary description

Although the employee has performed well in the training, their learning is not complete. To help the employee continue to progress, the trainer must validate the employee's independence and identify what they still need to learn. The employee must know the tools and resources that will help him/her complete his/her learning so that he/she can fully play his/her role and achieve optimal performance in his/her position.

Keyknowledge involved:

Validation of the employee's abilities (level of autonomy)

Solutions for what has not been seen and for what remains to be practiced

Tools and contacts for the future