Home Page / Site Menu   

THIS SECTION MENU: Performance-building  /  Awareness-creating  /  Ability-building  /  Resource-equipping  /  Motivation-building

Ability-building
The Second Function of Performance-building
Author: John Correll       Publisher: Correll Consulting, LLC       www.correllconcepts.com

In order for employees, or team members, to achieve desired performance, they must have the ability to do it. Ability comprises the Attitudes, Skills, and Knowledge needed for performing a particular job the way it's supposed to be done.

We humans tend to act as if ability were an inherited trait. In fact, it's mostly learned.

In a nutshell, the process for creating ability is:

This is the second function of performance-building. (For an overview of the performance-building process, click here.)

Over the years, training has shifted from personal interaction to “everything other than personal interaction” — that is, to manuals, classes, seminars, videos, CDs, internet instruction, and the like. The reason for this development is: Training by personal interaction requires that someone — namely, the leader-trainer — expend personal time and energy in training; the other things don't require that. However, one-on-one personal interaction has been, is now, and likely always will be the most potent force in human beings' development. So for the most-effective training, leaders should adopt personal interaction (a.k.a. on-the-job training or OJT) as the team's primary training vehicle, and use “everything else” as a supplement to OJT rather than as a replacement for it.

ON-THE-JOB TRAINING involves four steps:

To recall the four steps, think of DDRR — Describe, Demonstrate, Review, Reinforce. We'll now explain each one.

Step 1 - Describe
DESCRIBE what the learner will be learning.

In doing this, describe WHAT the task is, HOW it's done, and WHY it's done that way. Bear in mind, the ability to do something well usually depends on three components: Attitudes, Skills, and Knowledge (ASK). So be sure to describe the particular attitudes, or perspectives, that are vital to doing the task excellently. (For more on describing, click here.)

In addition, explain how excellent performance of the task is important to the company. Also, explain how it can contribute to an employee's career development.

Lastly, if written procedures are available, consider having the trainee read the procedures aloud. When working with a small group, assign or request a volunteer reader for each section of the procedure.

Step 2 - Demonstrate
DEMONSTRATE how it's done.

If the task's performance involves a particular speed, first demonstrate how it's done at regular or full-speed, then demonstrate it at half-speed, or step-by-step.

For the step-by-step demonstration, consider having the trainee/s read aloud the procedure for each step prior to your doing it, if applicable.

Also, consider fortifying your demonstration with a follow-up visual aid (photo, video tape, computer CD).

Step 3 - Review
Have the trainee try it while you REVIEW his/her performance.

Before s/he starts, ease the tension by explaining, “No one expects perfection first time out. So just relax, enjoy it and give it your best effort — whatever happens will be fine.”

If it's a complex multi-step process, suggest that the person refer to the manual between steps.

Finally, if applicable, have the trainee explain what they're doing while they're doing it.

Step 4 - Reinforce
REINFORCE the trainee for good performance.

To do this, point out what the trainee did well and praise him or her for it. This is vital to creating a positive attitude and motivation to continue learning. So no matter how weak the person's first performance might be, always pick out the strongest aspect of their demonstration and commend them on it.

Then, if it's needed, provide constructive feedback that will enable the person to do even better next time. (Contrary to common usage, carping and condemnation does not constitute feedback. Rather, feedback is objective information about past performance that enables a person to change or enhance their future performance.)

At this point if further training is needed, REPEAT steps 2 through 4.

The High-impact OJT Process
For rapid learning of complex tasks, adopt the High-impact OJT process.

This process works well for quickly developing employees' ability to master a higher-level performance. Here's how to do it:

1.  DESCRIBE A TRAINING GOAL that identifies (a) a desired proficiency level and (b) a date when that proficiency level should be achieved. The proficiency level should be described in terms of both a quantity dimension (how much) and a quality dimension (what kind). And, of course, the goal should be unambiguous and measurable.

2.  IDENTIFY THE TRAINEE'S CURRENT LEVEL OF PROFICIENCY.

3.  CREATE A SERIES OF PROGRESS STEPS, or milestones, spanning the distance between the trainee's current proficiency level and the desired level, or goal. The progress steps we call Sub-goals, or milestones. Each Sub-goal should represent a small enough increment that it can be achieved in one training session, but challenging enough that achieving it requires an above-average effort.

4.  CREATE A TRAINING SCHEDULE divided into sessions, each session being dedicated to achieving one of the Sub-goals.

5.  CREATE A GRAPH for measuring progress to the Training Goal and for depicting achievement of the Sub-goals along the way. Make it distinctive and easy to read. Post it in a prominent place.

6.  ESTABLISH AN INCENTIVE to be awarded upon achieving the Training Goal.

7.  PRESENT THE ABOVE THINGS (1-6) TO THE TRAINEE/S. It sometimes can be worthwhile to include the trainee/s in the above process.

8.  IMPLEMENT THE TRAINING SCHEDULE and, at each session, apply the 4-step on-the-job training procedure — Describe, Demonstrate, Review, Reinforce. At each session repeat the procedure until the Sub-goal is achieved.

9.  MAKE EACH SESSION A WINNING EXPERIENCE for the trainee/s. When the trainee wins, learning comes fast — usually very fast! A winning experience is created by (a) infusing the session with a positive, can-do attitude, (b) measuring progress often (done during the Review step of the OJT process), (c) recording the progress on the graph, and (d) providing recognition and praise after each measure of progress (done during the Reinforcement step of the OJT process). When the Sub-goal is achieved, have a mini-celebration and end the session with words of positive anticipation for the upcoming session.

10.  DELIVER ON THE INCENTIVE and have a celebration when the Training Goal is achieved (presumably the last session).

You probably note that this High-impact OJT Process is somewhat similar to the Progress-creation Game. Applying it requires special time and planning. But the payoff is very rapid learning, heightened morale, and anxious anticipation by the trainee/s for the next round of training.

Perpetual Training Cycle
If your company has 25 percent or more employee turnover per year, you should consider installing a Perpetual Training Cycle. A perpetual training cycle is a training program that teaches all the basic elements of a particular job and which extends over a protracted period of time, such as a year or six months, and that re-cycles over and over, endlessly.

For example, if achieving optimal performance in a particular job position involves, say, six basic performance areas, the perpetual training cycle might be designed to cover a six-month period, with each month being dedicated to training in one of the six performance areas. So, every six months the training program starts anew.

For a company with extensive employee turnover, such as exists in most restaurant and pizza companies, installing a perpetual training cycle is the only way of insuring that all employees possess a modicum of ability to correctly perform all the tasks associated with a particular job.

Of course, if the program is continually re-cycling, that raises the question Should experienced employees be required to re-attend the training program? A first response might be “No.” In fact, however, it's a good idea. By re-cycling, at least periodically, it insures that employees retain mastery of all skills. It also updates veteran employees on new procedures. In addition, it provides an opportunity for experienced employees to be “training chiefs,” whereby they assist with activities like small-group role-plays and so forth. This facilitates the training process, insures that veteran employees stay up-to-date on current knowlege and practices, and imparts valuable training skills to senior members.