Improving job performance through training often requires employees to develop specific new job skills. To accomplish this, employees may acquire the skills and knowledge by attending traditional, instructor-led training courses, using computerbased training (CBT) programs for self-directed learning, obtaining information via an electronic performance support system (EPSS), or working one-on-one with a job coach in an on-the-job training (OJT) program. Regardless of the learning strategy the employee uses to acquire new skills, the employee must still learn the specific skills and then demonstrate the ability to perform those skills according to accepted standards.
Today, with the continued emphasis on showing a real return on the training investment, it is essential that performance improvement specialists, trainers, and especially technical trainers be able to document the skill competency levels of employees who complete training. One method for ensuring that a “skills transfer” takes place is for training and performance professionals to follow a model that encompasses identification, demonstration, coaching, and assessment of newly acquired job skills. This model includes the following six steps:
Conducting a needs assessment.
Standardizing performance skills.
Developing performance checklists.
Transferring through demonstration.
Coaching job skills development.
Assessing performance skills.
This issue of Info-line will take you through the model (depicted on page 2), with special emphasis on how demonstration can be used as an effective instrument for transferring job skills.
The first step, as with most performance improvement and training models, is to conduct a needs assessment to determine whether there is an actual need for training intervention. During this needs assessment, specific job skills that must be performed by employees will be identified. One output of this needs assessment is a list of recommendations that may or may not suggest training as a solution for improving job performance. For example, employees may not be able to do their jobs well because they don't have the necessary equipment to perform the job. This is not a situation that requires training to resolve: this is a “buy the equipment” solution. Once workers have the equipment but still cannot perform their jobs competently, then training could well be the necessary intervention.
A needs assessment also identifies the gap between employees' current skill level and the desired skill level. Information derived from a needs assessment provides the basis for developing training objectives and the subsequent design of a training strategy. When completed, the needs assessment will provide answers to the following questions:
Is training the solution?
What type of training is required?
Who is to be trained?
What skills are employees required to perform?
What are the specific job requirements?
What materials should be included in the training instruction?
What instruments, materials, and equipment are to be used by employees?
When a needs assessment is not conducted or is conducted incorrectly, the training intervention selected may be inappropriate either in design or content. Because all activities involved in designing training interventions are based on the needs assessment, it is critical that it be accomplished and accomplished well. For more detailed information about conducting needs assessments, please refer to Info-lines No. 8502, “Be a Better Needs Analyst”; No. 9401, “Needs Assessment by Focus Group”; and No. 9611, “Conducting a Mini Needs Assessment.”
Your needs assessment may determine that employees lack the necessary skills to perform a specific procedure. The question then becomes: “Is there an acceptable, standard procedure for performing this skill?” If the answer is yes, the standard procedure becomes the foundation for a training course or other intervention. If the answer is no, you have to analyze the skill and develop a standardized procedure for the job.
A standard procedure for performing a skill offers several advantages. First, it affirms that the procedure suits the needs of how the training is to be conducted. Second, a single, agreed-upon procedure for executing a skill makes the development of training materials easier and guarantees that all individuals are trained to the same standard. A standard procedure also forms the basis for performance checklists and improves the development and transfer power of supporting media such as computer-based interactive multimedia or videotapes, which are based on these steps. Third, standard procedures confirm that follow-up evaluations of trainees are based on the same criteria that was used during the training.
Following are the most commonly accepted means from which to gather data that can then be used to create a standard procedure:
Documentation. that is typically conveyed with new equipment, machines, and tools. This documentation normally includes how-to or step-by-step procedures for operating, maintaining, and repairing items—skills often required of employees.
Existing company documents. such as policy and procedure manuals or technical guidelines that may include other types of procedures.
Information contained in the EPSS. that is associated with an individual piece of equipment. The EPSS may contain procedures that employees must follow when operating a specific piece of equipment.
Related textbooks and articles. may be available that describe standardized procedures for similar types of skills.
In many situations, these materials may not be relevant, and you will need to develop your own standardized procedure(s). So how do you accomplish this task when no previous documentation exists? The process involves the following simple, yet essential steps:
Identify a small group of individuals who can already perform the skill with proficiency. Ideally, these individuals successfully carry out the procedure on a continuous basis.
Observe several people execute the procedure and record each step. If possible, take photographs or tape the procedure on video.
Discuss the steps with the individuals you observed in step 2, above. Review the steps; discuss techniques in common; study the differences; reach a consensus as to the best approach.
Develop an initial list of steps. Compile this list either through a group discussion or while reviewing photographs and videos.
Test the steps by performing them. Practice each step and make any revisions based on feedback from the group.
Once the procedure has been completely outlined, the final or standardized procedure becomes the basis for the performance checklist the trainer uses to demonstrate the procedure.
A job performance checklist is both a learning and an evaluation instrument. As shown by the examples listed below, a job performance checklist can be used to accomplish the following:
A checklist might be used during the needs assessment processes to determine if individuals are performing to a standard. A checklist might also determine if employees need to attend training.
This type of checklist can be used during a training course or during actual OJT. For example, if you are conducting a class on shipping and receiving procedures, one of the critical skills identified during the needs assessment was how to ship packages internationally. As a result, you develop a checklist that outlines the essential steps that need to be followed for packages to be shipped outside the country. This same checklist can be used when demonstrating the procedure during training.
Arrange for learners to practice the new skill during class or as part of OJT. During the practice period, the learners can refer to the job performance checklist as needed.
After providing learners an opportunity to practice the skill or procedure, you may want to assess their performance. The job performance checklist then becomes an evaluation instrument. You observe the learners and record their level of performance scores on the checklist.
The key evaluation question is whether training made a difference after employees return to the job. Did the training improve job performance? To answer this you may need to conduct follow-up observations. The same checklist used during the training could serve as the evaluation instrument.
After training is completed, employees can use the checklist as a job aid to remind them of key process steps. For more information on job aids, refer to Info-line No. 9711, “Create Effective Job Aids.”
Can these job performance checklists be developed for all job skills? Probably not because these checklists are better suited to some job skills than others. Skills comprised of detailed, observable, and standardized tasks, which can then be divided into smaller steps, such as the manipulation of equipment and tools, are best.
Subjective job skills, which are non-linear, require interaction with people and often change each time the skill is performed. These skills are more difficult to capture with a checklist. For example, it would be challenging to develop a standardized checklist for a skill such as provide corrective feedback to an employee. Although it's possible to identify suggested key steps for this skill, it would be pointless because the actual process would be different on each occasion.
Once a standardized procedure exists, developing a job performance checklist is relatively straightforward. Listed below are the steps you can follow to develop such a checklist:
Specify a readily observable and measurable skill that was identified during the needs assessment phase.
Locate a list of the steps required to perform the procedure or standardize the skill.
Sequence the steps.
Create a job performance checklist using the sample shown on page 8. The following list of items should always be included in the checklist:
name of the employee or learner
name of the person conducting the observation
date of the observation
directions to the observer
description of the rating scale
list of the steps to be observed
results of the observation
The Job Aid on the last page of this issue provides a more detailed example of a job skills checklist.
Conduct a pilot test to verify that there are no problems with the checklist and rating scale.
Make any revisions to the checklist as required.
The process for transferring skills from proficient trainers to novice trainees occurs in three stages:
Skill acquisition.
Skill acquisition and initial competency.
Skill competency.
During the first stage, the trainer demonstrates the skill and learners observe. After the demonstration, the trainer and learners move to the second stage where the trainer takes on the role of coach and learners practice their newly acquired skills. During the third stage, the trainer acts as an evaluator, assessing each learner's ability to perform the skill. This process is summarized in the table shown on page 81. Before any of these steps can take place, the trainer should meet with learners to discuss the process. Likewise, after each step, the trainer should meet with learners to review the demonstration, practice, or evaluation.
During an instructor-led training course, smallgroup activities, practice sessions, or other training events often impose a time separation between the stages. For example, activities in an OJT program may force events to be separated by days or even weeks, depending on the structure of the program. If steps are separated by significant time divisions, you may want to conduct “before” and “after” sessions. In cases where the trainer and learner move directly from demonstration to practice to assessment, there may be meetings only at the beginning of step 1 and at the end of step 3.
Before presenting the steps required to perform a skill, you will first want to review the steps in the procedure, make sure you have an objective, and then begin to formulate an approach for presenting the steps. The steps usually are the same ones that appear on the performance checklist.
Next, you should write an objective that describes exactly what you expect the learner to do after observing the demonstration and then practicing the skill. The objective should focus on the development of a skill. For more detailed information on how to prepare instructional objectives, refer to Info-line No. 9712, “Instructional Objectives.”
Following are two examples of this type of objective statement:
After completing this on-the-job training program, the employee will be able to maintain the hydraulic system. Competency will be determined by the employee being able to maintain the hydraulic system according to the guidelines listed in the maintenance handbook.
After completing this course, the supervisor will be able to demonstrate effective interviewing techniques during three role plays. Competency will be determined by the supervisor being able to conduct the interviews according to the guidelines presented in the interviewing checklist.
Use the following checklist to prepare a demonstration for an OJT program or an instructor-led training course.
Review the skill to validate that it actually requires being demonstrated. Some skills can be taught to employees by using a job aid. Other skills may be knowledge-based and are best conveyed through interactive multimedia via the Internet or an organization's intranet.
Review the objectives and related training content. In some instances the objective already exists; for other situations, you may need to develop the objective as described above. Either way, it is critical to have a clear objective of what the learner is expected to perform after the demonstration.
Review the performance checklist—it serves as your trainer notes and as a reference for the learner. Once the learner is comfortable performing the skill, the checklist will serve as an assessment tool.
Prepare any job aids, illustrations, models, or other media to support the demonstration.
Make sure the required equipment and materials are available for the demonstration.
Practice the demonstration to verify that no steps are missing and that you are familiar with all the ambient factors of the procedure as presented in the job performance checklist.
Prepare your notes, which contain:
an objective
a list of presentation items
a copy of the checklist
These items will serve to guide you through your demonstration.
Before demonstrating the procedure or skill, provide the objective and an overview of the procedure to the learner. This will include answers to the following questions:
What is it?
Why learn it?
How will this skill be used on the job?
During the pre-demonstration discussion, give the learner a copy of the checklist and ask trainees to refer to the checklist during the demonstration. To reinforce the demonstration, you might choose to show videotapes, slides, or other forms of media. To foster interaction, ask questions and encourage learners to ask questions. Below are some guidelines to help you present an effective demonstration:
Begin your demonstration with a catchy introduction to capture learners' interest. Make the objective of the demonstration clear up-front.
Get to the main section of your demonstration by going slowly and ensuring that learners can view and understand each step. Check learners' understanding by asking questions and providing feedback. Explain any new terms and stress safety where applicable.
Demonstrate the steps exactly in the sequence outlined in the checklist, otherwise learners become confused when the steps do not match the checklist.
Reinforce your demonstration by concluding with an effective summary. Ask learners questions to make sure they understand each step in the checklist.
After the demonstration, meet with learners to answer any questions, review steps, and to make certain that learners are prepared for the practice sessions that follow.
As the trainer and learner move into the skill acquisition/initial competency stage, a role change occurs. The learner moves from observer to performer, while the trainer becomes the coach. In the beginning, the learner is in the skill acquisition stage; after practicing for a period of time, the learner begins to reach a minimum level of competence.
Trainers are constantly changing roles. When delivering presentations and demonstrating skills, they are trainers; when conducting discussion groups, using role plays and case studies, they act as facilitators. Once having demonstrated a job skill, trainers shift to the role of coach whose main task is to facilitate learning. Coaches guide learners toward the discovery of new knowledge and the acquisition of new or improved skills. The coach also seeks to influence learner attitudes by serving as a role model or mentor. For example, in a training course that has a safety component, the coach must model appropriate personal safety habits.
The trainer's diverse role demands a person possessing special characteristics. An effective trainer in the coach's role should possess the following attributes:
is proficient in the skills being taught
acts like a “people person”—someone who genuinely likes people and feels comfortable communicating with them
speaks easily to a group of people—is part subject matter expert and part performer
possesses an upbeat and positive attitude
instructs with a patient, supportive, and encouraging style
promotes two-way communication
provides immediate feedback, praise, and positive reinforcement
corrects learner errors while sustaining learner's self-esteem
uses a variety of training methods and media
involves the learners as much as possible
listens and observes
Prior to a practice session, the coach should meet individually (in a best case scenario) with learners. During this pre-practice session, the trainer reviews the steps in the checklist, answers the learner's questions about procedures, and discusses his or her role as coach. The coach should make sure that the learner feels comfortable enough to ask questions throughout the practice period.
During the session, the learner repeats the procedure following the steps in the checklist. The coach will also be asking questions, providing positive feedback, offering suggestions, and assisting when required. Additionally, the coach will make notes on the checklist to prepare for the feedback session that will directly follow. Clear communication during the coaching process is critical. An effective coach adheres to the following guidelines:
speak and enunciate clearly
use good voice tone, projection, and inflection
maintain eye contact
relax and smile
use positive facial expressions
sit or stand erect—maintain good posture
avoid negative comments
use plenty of examples
ask questions
follow along using the checklist
When more than one learner is involved, have learners work in teams and allow them to offer peer feedback by using the checklist to assess each other's skills. This helps bolster learners' self-confidence regarding their newly acquired skills. After sufficient practice, learners find they no longer require checklists to prompt them and can perform the procedure from memory or with the assistance of a job aid.
How feedback is given and received is equally as important as practicing the new skill. It is, unfortunately, an area in which some coaches fall short. Following are some very general points about giving and receiving feedback:
Give feedback only when appropriate during coaching and immediately after the coaching session.
Describe specific behaviors that the employee should keep and those that should be changed.
Be descriptive rather than judgmental.
For more in-depth information on how to give and receive feedback, refer to Info-line No. 9006, “Coaching and Feedback.”
Before offering suggestions for improvement, the trainer should ask the learner to recommend areas for self-improvement. Chances are that the learner will identify many of the same problems and make most of the same suggestions as the trainer. The critical difference is that if a learner recognizes what it takes to improve, there is a greater probability that improvement will occur.
Because trainers are more proficient at performing the skill, the trainer/coach often has a tendency to rush into the feedback session, identifying those things the learner did correctly and pointing out ways to improve. The experienced and patient coach allows the learner to identify personal strengths and areas for improvement. After considering the learner's suggestions, the trainer should review any notes made during observations, provide positive feedback, and offer any recommendations for improvement the learner has not already identified. The trainer and learner can then set goals for additional practice, if required.
Following this feedback session, the learner should also be asked to provide feedback to the coach. This includes information on what the positive or negative aspects of the practice session were, what went well, and where problems occurred, etc. The coach should also prompt the learner to recommend suggestions that he or she can incorporate into future demonstration and practice sessions.
With enough practice, the learner moves on to the skill competency stage. At this point, an assessment occurs to verify that the learner can competently perform the procedure according to the standard (as represented by the checklist). As the trainer and learner move to this final stage, the trainer assumes the role of evaluator and assesses performance. The learner now emulates the trainer's original role as the demonstrator.
Before the skill assessment, the trainer should meet with the learner and discuss previous practice sessions. Does the learner have any final questions? Is the learner prepared to demonstrate the skills required to perform the procedure? The trainer then briefly reviews the checklist and describes how the skill assessment will proceed. He or she will also explain the trainer's new role as assessor: during the actual assessment, the learner performs the procedure while the trainer observes. The trainer records the scores and makes notes on the checklist. Except for periodic positive feedback, the trainer is strictly an observer and steps in only if the learner is about to make a mistake that would endanger people, equipment, or facilities.
Immediately following the assessment, the trainer gets together with the learner. The trainer begins by asking the learner to share his or her feelings about the positive aspects of the experience. The focus should be on what the learner did well. Then the trainer asks the learner to offer suggestions for self-improvement. Finally, the trainer reviews the steps and notes in the checklist.
Assume that you have already coached and assessed an individual's performance. After completing the job performance checklist you wonder, “Is this person competent?” If you recorded all 3s except for a single 2, would this person still be considered competent? Probably. But how many 1s does it take before the learner receives an unfavorable rating and is considered not competent? (Refer to the numerical ratings scale sidebar earlier in this issue.)
Keep in mind that the goal of competency-based training is for all employees to become competent at all job skills. Trainers and coaches are obliged to identify strengths and offer suggestions for improvement. With this in mind, consider some alternatives for interpreting the results of performance assessments.
There may be one or more steps that are so essential that if the learner is unable to perform them at an acceptable level, additional training or practice is required. In this event, another performance assessment would have to be administered after further practice.
Assume there are 10 steps listed on the job performance checklist. You determine that two are critical and must be performed at a competent level 3. The average of the remaining eight steps must equal 2 or above. For all ratings of 2 or 1 the observer should offer specific improvement suggestions.
Assume there are 14 steps listed on the job performance checklist. You determine that three are critical and must be performed at a competent level 3. The total points derived from the remaining 11 steps must equal or exceed 22 (11 x 2 = 22). As noted above, the trainer should offer specific suggestions for improvement for all ratings of 2 or 1.
In some situations you may not want to qualify or certify an employee; therefore, provide positive feedback and offer specific suggestions for improvement for all ratings less than 3.
What happens when the overall assessment is not favorable? Consider following options:
retraining
additional coaching and practice
employing a new job coach
having the learner work with another employee in addition to the job coach
using a different training approach or method
Regardless of the scoring method you use, it is vital to provide immediate feedback to learners. This feedback can occur during the observation, but typically it takes place after the observation.
One of the overriding reasons why training fails to produce long-term improvement is inattention to the transfer of training to the workplace. Applying newly acquired skills to the job is not just the employee's responsibility; it is also the responsibility of the trainer/coach and supervisor to guarantee that the employee has the opportunity, resources, and motivation necessary to apply these new skills.
In general, any work-related training activity that is seen by the learner as realistic will increase the probability that the new skill will be applied. Practice with actual materials, problem-solving discussions, case studies, and role plays gives the learner confidence to apply new skills effectively and avoid the embarrassment of on-the-job failure. You can use the following specific training activities to increase training transfer to the job:
job aids that employees can use on the job to refresh their memory
checklists that the trainer used during training to help with on-the-job activities
analyses of any work-related barriers to applying skills on the job
role plays that deal with difficult situations on the job
action plans to map out how and when new skills will be applied
More specifically, there are several other methods available to provide help and follow-up after coaching:
contracting—developing action plans
follow-up sessions
mentoring programs
“Contracting” with employees is fairly straight forward. Essentially, this type of contract is a nonlegal pledge between the employee and trainer and/or supervisor regarding how the employee will go about implementing his or her action plan for applying new skills on the job. Like any contract, this one should pledge action by the person (to install x systems in a given period of time), as well as any supporting or follow-up action by the trainer or job coach. For contracts to be effective, they should include the following elements:
Early commitment. Secure commitment for goals (action plan) early in the coaching process.
Realistic goal setting. Make sure goals are realistic and consistent with job expectations.
Monitoring procedures. When possible, build in opportunities for the job coach to visit an employee periodically and monitor progress in carrying out the work plan.
Defined as almost any contact between the trainer/coach and employee, follow-up sessions help the learner apply skills acquired during training. The more frequent the follow-up visits, the more likely the transfer of learning will be supported. The following activities can be used for follow-up:
encouragement of learners to “network” during training and support each other following training
personal visits by coaches to consult on problems or meet with supervisors
refresher training to renew and extend skills
follow-up meetings with groups of employees to share experiences and discuss mutual problems
It's not unusual for a trainer to become an employee's mentor. Other possible mentors include team leaders, supervisors, and co-workers. The following list presents some of the responsibilities of the effective mentor:
serve as a positive role model
be available to discuss aspects of the job
be available to discuss other topics—personal, professional, career development, and so forth
provide positive feedback
provide opportunities for the employee to practice
schedule periodic meetings with the employee
offer suggestions for not only improving job skills, but also for individual growth as an able and competent member of the organization
Training interventions to improve job performance often require learners to acquire new skills and to demonstrate competence in performing the skills. It is through effective demonstrations and the subsequent coaching and assessment of learners that specific job skills are developed. The job aid that follows will help you learn to effectively demonstrate job skills, coach learners as they develop skills, and assess skill competence.