How to Coach Yourself and Others How To Perform On The Job Coaching | Page 42

appropriate for the expected performance and identify requirements that serve as the basis for the
design and development of OJT programs.
Designing and planning the training
Design and planning the training should not be rushed but carried out in a logical and well thought
out manner. A considerable amount of time should be invested in deciding the outcome of the
training, the training content, the structure of the training, the delivery methods to be used, the
equipment and materials necessary to support the training and the manner of assessing the trainee's
performance and evaluating the success of the training.
To do a thorough job, time must be devoted to both planning and preparing the training. A general
'rule of thumb' states that you should allow four times the duration of the training for planning and
preparation, i.e. a 30 minute training session will probably take about 2 hours of planning and
preparation time. This time will be recouped however, depending on the number of trainees you
have.
Design phase activities include writing of terminal objectives, selection of appropriate training
settings, and development of training/evaluation standards (TES) for each task selected for training.
It is during the development of the TES that the bulk of the tasks are further analyzed, enabling
objectives are written, and decisions are made regarding how training will be conducted and
evaluated. OJT may be conducted using general instructions and task specific evaluation materials
for low-hazard potential facilities or tasks.
When writing a terminal objective, the training setting must be considered. The training setting
selected should be consistent with the task, but balanced against available resources and facility
constraints.
Training/Evaluation Standards (TES)
A training/evaluation standard (or equivalent document) is developed for each task selected for
training. The TES specifies elements, criteria, and conditions required for adequate task
performance. Each TES contains two parts: a training standard and an evaluation standard.
The training standard contains the task title, the terminal and enabling learning objectives, and
any applicable references. The information in the training standard is used to establish entry-level
requirements and forms the basis for training development activities. The evaluation standard
contains a performance test that includes prerequisites (to measure the trainee's knowledge and
skills on each task), amplifying conditions and standards, and instructions to the trainee and the
evaluator. The evaluation standard defines the conditions (cues) that signal a person to perform a
specific task, establishes conditions under which actions occur, and establishes standards that
measure knowledge and performance. It may be practical to combine the information contained in
the training and evaluation standards into one document or include it in a qualification card or
checklist.
Coaches and training material designers/developers should design each evaluation standard so that
different OJT coaches will administer the test consistently. The test should require actual task
performance if possible.
The methods of conducting OJT and the required level of accomplishing performance testing is
determined during the TES development process. The acceptable level of accomplishment
(perform, simulate, observe, discuss) should be specified in each TES. Certain tasks should require
that a trainee demonstrate achievement of the terminal objective through actual task performance. A
core of tasks that must be performed should be identified by line and training management. These
tasks are typically overstrain tasks or those that may be critical to safety.
Ultimately, the training and performance testing an employee receives should lead to qualifying

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