One-on-one instruction is extremely effective when it is done correctly. However, there are many pitfalls that one must avoid — otherwise the time and effort spent in training will be useless for the trainee and frustrating for the trainer. In this workshop we demonstrate the pitfalls and provide a systematic approach to effective one-on-one instruction.
One-on one instruction, whether conducted on the job, in the lab or in the classroom is the most effective type of instruction, but only if performed correctly. Providing the proper instructional tools and techniques will provide immediate payoff to the organization, both in terms of trainee performance and utilization of training resources.
This workshop is learner oriented and highly interactive with ample opportunity to apply and practice the skills presented. A wide variety of learning activities — questionnaires, feedback devices, group discussion and exercises, participative lecture, demonstrations — are used continually throughout the day.
Participants will gain the ability to be able to:
- Identify the common traps in one-on-one instruction
- Conduct job and task breakdowns
- Determine the most effective instructional approaches and sequences
- Write effective learning objectives
- Prepare complete lesson plans containing both content and instructional activities
- Design learner and performance based instruction
- Provide realistic recommendations for on the job follow up to maximize the value of the training
WHO SHOULD ATTEND
This workshop is designed for anyone who is assigned to teach a performance-based topic or skill to one or more people on a one-on-one basis or in a small group setting.
This course has no prerequisite.
You will receive a course binder containing a copy of the presentation slides.
WHAT YOU WILL LEARN
Predictable Traps in One-on-One Instruction
- Common errors in one-on-one instruction
- Focusing on the trainer rather than on the trainee
- Why job performance sequence is not always the best learning sequence
- Introducing expectations at the wrong time
- Improper use of audiovisual aids
- Lack of proper follow up to one-on-one
Job / Task Analysis
- Breaking a job down into its various tasks
- Breaking tasks down into steps
- Practice on job / task breakdown using the participant’s own material
- What do you want to see the trainee do?
- What tools can they use and how well should they do it?
- Writing objectives for training on a specific task
- Practice writing objectives for task training on the participant’s own material
Sequence of One-on-One Instruction
- Logical or job sequence
- Determining which is the best learning sequence
- Deciding which steps demand in-depth practice
- Testing sequence from your own material
Lesson Plan for One-on-One
- Selecting the best formate
- Planning for: Preparation, Telling and Showing, Coaching
- Developing a plan for your own material
- Review of each individual’s lesson plan
- Putting the one-on-one instruction format together
- Ensuring that results occur from the instruction
- Plans for follow through