Environmental Engineering Reference
In-Depth Information
For example,.if.an.employee.must.learn.the.start-up.processes.of.using.a.machine,.
the sequence.might.be.as.follows:
.
1.. Check.that.the.power.source.is.connected.
.
2.. Ensure.that.safety.devices.are.in.place.and.operative.
.
3.. Know.when.and.how.to.throw.the.off.switch;.and.so.on.
Next,.a.few.factors.will.help.determine.the.training.methods.to.be.incorporated.
into.employee.training..One.factor.concerns.the.training.resources.available.to.the.
employer..For.example,.can.a.group.training.program.using.an.outside.trainer.and.
a. ilm. be. organized,. or. should. the. employer. have. individuals. train. employees. on.
a.one-to-one.basis?.Another.factor.concerns.the.kind.of.skills.or.knowledge.to.be.
learned.. Is. the. learning. oriented. toward. physical. skills. (such. as. the. use. of. special.
tools).or.toward.mental.processes.and.attitudes?.Such.factors.will.inluence.the.type.
of.learning.activity.designed.by.employers..For.example,.the.training.activity.can.be.
group.oriented.with.lectures,.role.playing,.and.demonstrations;.or.it.can.be.designed.
for.the.individual.with.self-paced.instruction.
Finally,. decide. on. materials;. the. employer. may. want. to. use. materials. such. as.
charts,. diagrams,. manuals,. slides,. ilms,. viewgraphs. (overhead. transparencies),.
videotapes,.audiotapes,.a.simple.chalkboard,.or.any.combination.of.these,.and.other.
instructional.aids..Whatever.the.method.of.instruction,.learning.activities.should.be.
developed.in.such.a.way.that.the.employees.come.away.with.the.ability.to.clearly.
demonstrate.that.they.have.acquired.the.desired.skills.or.knowledge.
C
onDuCting
tHE
t
rAining
After. organizing. the. learning. activity,. the. employer. is. ready. to. begin. conducting.
training..To.the.extent.possible,.training.should.be.presented.so.that.its.organization.
and.meaning.are.clear.to.employees..This.will.help.reinforce.the.message.and.the.
long-term.recall..Employers.or.supervisors.should
.
1.. Provide.overviews.of.the.material.to.be.learned.
.
2.. Relate,.wherever.possible,.the.new.information.or.skills.to.the.employees'.
goals,.interests,.or.experience.
.
3.. Reinforce.what.the.employees.have.learned.by.summarizing.both.the.pro-
gram's.objectives.and.key.points.of.information.covered..These.steps.will.
assist.employers.in.presenting.training.in.a.clear,.unambiguous.manner.
In.addition.to.organizing.content,.employers.must.also.develop.the.structure.and.
format.of.the.training..Content.developed.for.the.program.should.be.closely.related.
to.the.nature.of.the.workplace.(or.other.training.site).and.the.resources.available.for.
training..Having.planned.this,.employers.will.be.able.to.determine.for.themselves.the.
frequency.of.training.activities,.the.length.of.sessions,.the.instructional.techniques,.
and.the.individual(s).best.qualiied.to.present.the.information.(see.Figure 20.2).
