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How to improve your maintenance and operations training
(Part 1 of 2; click here for Part 2: " How to conduct on-the-job performance qualification tests.")
by Robert M. Williamson
The biggest burden of training today is being placed on the employer because of the ever-growing shortage of skilled people entering the workplace. The success and future competitiveness of manufacturing and maintenance depends on skilled and knowledgeable, qualified people doing their work right, the first time, every time.
But not every employer, large or small, can afford to set up "traditional" training approaches. All training must be fast, focused on results and meaningful with a real measurable return on the investment. Gone are the days where classroom or computer-based training can be set up in the hopes that people will learn what they need and figure out how to apply it on the job.
Adults learn best by doing rather than watching, reading or listening. We also learn what we can use in our lives, at home or for play, and for our work. That leads to the belief that the single most- effective form of maintenance and operations training for adults in todays workplace is formal on-the-job training (F-OJT). No, not just following someone around for a few months.
Formal on-the-job training means having a training outline, a list of objectives to be accomplished during the training, and a formal evaluation process to determine if the trainee actually learned the desired skills and knowledge.
Formal on-the-job training
Formal on-the-job training is a method of planned instruction and guided activities to help trainees learn and try out new job skills. Generally, this type of training is for one-on-one or very small groups on the plant floor.
Before beginning OJT, trainees should study the basic concepts to be learned. There may be applicable video programs, self-study manuals or other materials that outline the theory and concepts that will be explored further on the plant floor. While studying these materials, the on-the-job coach assigned to assist the trainee in the learning process should be available to answer questions. This prepares the trainee to ask the right questions and learn faster on the job.
Here are some guidelines to make your formal OJT more efficient and effective.
Select good on-the-job coaches
Select on-the-job coaches or trainers from within your plant. Look for people highly skilled in the emphasized subjects. An on-the-job coach has good communications skills and is willing to share what they know about their work methods.
Training activities are planned and organized so a coach and trainee know exactly what will be achieved before coaching begins. Trainees learn and perform job skills under the guidance of a qualified coach who gives immediate feedback on their performance.
The four-step method of instruction
Results-oriented OJT follows a standard, four-step method of instruction using a competency-based learning format. These steps are:
1) Preparation
2) Presentation
3) Application
4) Evaluation
The following paragraphs describe each step in more detail.
Step 1: Preparation
This step is divided into two parts: Preparing the trainer/coach to teach, and preparing the trainee to learn.
Step 1a: Prepare the trainer/coach to teach
Effective training begins with a good understanding of what needs to be taught and exactly what the trainee should know and be able to do at the end of the training. Gather the information and put in good teaching order; set up the teaching area; and prepare and organize the tools and materials needed as teaching aids.
The most important part of this step is for the coach to have a working knowledge of what the trainee should be able to do upon completion of the F-OJT session and be able to remain focused on that objective.
Trainer/coach preparation includes:
Locating and reviewing the duty/task lists for the duty to be taught (desired outcomes or objectives).
Preparing duty/task lists (if not available) that include the skills and knowledge required to perform the job in the plant.
Developing a lesson plan or training/coaching outline to follow.
Identifying the existing training or study materials (manuals, video tapes, computer programs) or needed materials.
Preparing the training area: simulators, models or actual plant equipment.
Making copies of the duty/task lists, the desired outcomes or objectives for the trainees use.
Scheduling the training activity with the trainee and his/ her supervisor
Step 1b: Prepare the trainee to learn
The formal part of the training process begins in this step. People learn better when they're comfortable talking with the trainer/coach. Part of the trainers, or coachs, job is helping the trainee prepare for learning by establishing a feeling of mutual respect and trust. There are several ways of doing this:
Establish rapport (trainees interests or hobbies, trainer/coaches interests or hobbies).
Use ice breakers (stories, mind-teaser puzzles).
Explain how the training process will work.
Put the subject to be taught into context ("Why learn this stuff?").
Step 2: Presentation
In this step, each skill or concept is carefully explained and the trainee is shown how to perform it. The trainer/coach must be careful to properly demonstrate the task and not take shortcuts or overlook workplace safety requirements. Use the duty/task lists, desired outcomes or objectives to keep the presentation focused.
Discussion with the trainee helps the trainer/coach clarify key points in the presentation.
The trainer/coach should understand the following points when teaching a skill to the trainee:
We learn best by doing; we learn what we can use on the job.
There are effective and ineffective teaching and demonstration techniques.
Keep communication clear, open and focused on the subject matter.
Listen carefully to the trainee's questions and concerns and respond accordingly
Step 3: Application
This step gives the trainee a chance to try out what was learned. After the trainer/coach demonstrates the skill, the trainee has the opportunity to practice it and explain the concepts along the way. Applying the skill helps reinforce it for the trainees, and having them master a performance-based task or skill is the ultimate purpose of the training.
Because the actual tasks and steps required to perform jobs are taught, the trainees receive OJT when they practice a skill under the supervision of the trainer/coach. The trainee explains each step while performing it. This allows the trainer/coach to give immediate feedback on the trainees performance and understanding of the related concepts.
This step should continue trainee practices and explains, and the trainer provides coaching until the trainee is comfortable doing the task on his/her own.
Step 4: Evaluation
Use this step to determine how effective the training is. Evaluation is based on established performance standards duty/task lists, desired outcomes or objectives as communicated in the presentation step.
After enough practice time in the application step, the coach evaluates the trainees performance to determine how well he/she has learned the skill. Discuss the results of any evaluation with the trainees. There are two outcomes from the evaluation step:
1) If the trainee can't demonstrate the established performance standards during evaluation, he/she may need more training or practice.
2) If the trainee demonstrates the established performance standards, he/she is qualified to perform the tasks on the job without supervision or coaching.
Trainees are evaluated by having them demonstrate their ability to perform the requirements as stated in the duty/task lists, desired outcomes or objectives communicated in the presentation step. These performance demonstrations are called an on-the-job performance qualification (OJPQ).
Summary
Operations and maintenance training should always focus on the trainee mastering the skills and knowledge. This means a score of 100 percent. In todays workplace, we want employees to do their jobs correctly, the first time, every time. This contributes to reliable equipment and lower operating costs.
Bob Williamson is the president of Strategic Work Systems, a consulting firm with offices in Greenville, S.C., and Mill Spring, N.C. For more information, call , e-mail or visit www.swspitcrew.com.
MRO Today. Copyright, 2000.
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