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Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
Active on job training   sample 2012
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Active on job training sample 2012

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This Facilitation aims to: …

This Facilitation aims to:
Equip you with the skills necessary to conduct your on-the-job training sessions in your own workplace

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  • Manager’s algorithmStart with recording the gap between standard of performance in comparison to the actual stand of performance line for each team member.Then, you’ll need to differentiate between Training problems and Performance problems. Many times as a manager , problems found in the restaurant are quickly determined as either a training problem or a performance problem.To you determine what the problem actually is, we will discuss how to determine if the problem is due to training or performance.Problems in the restaurant are noticed when an employee’s performance deviate from the should-line (standards\\objectives).The difference between what performance (should) be verses actual is called, “ deviation”It’s the deviation that you see that is called a “problem “.The point of deviation WHERE THE ACTUAL LINE DROPS AWAY FROM THE SHOULD LINEis where you need to determine what caused the change in behavior.At this point you must determine if you have a training or performance problem.PROBLEMTools /Utensils problemFINDING OUT THE PROBLEMASK YOURSELF THESE QUESTIONS:Have I provided all the necessary tools for the employee to do the job?Cleaning suppliesUtensils spatulas, scrapper, etc.Product (food, paper etc.)Does the equipment work or available for the employee to use?Filter machine, mop bucket, etc. in good condition.Is the equipment in good condition to use when the person needs it?SPECIFICATIONThe tools/utensils aren’t available in the restaurant, which forced the team member to skip some steps PROBLEM SOLVING Supply the employee with needed tools/utensils to allow them to perform the standard procedures.PROBLEMCoaching problemsSPECIFICATION In some cases or in rush-time the Team Member (TM) might skip some steps, which they know how, and could perform them wellPROBLEM SOLVING Start to coach them to improve their ability in sticking to standards
  • Transcript

    • 1. The Know-How
    • 2. To equip you with the skills necessary toconduct your on-the-job training sessions in your own workplace *
    • 3. ** Module #2 * Off vs. On the Job Training* Module #2 * The Learning Levels* Module #3 * Structuring the OJT* Module #4 (Optional) * Performance vs. Training problems.* Module #5 (Optional) * Training & Troubleshooting
    • 4. * Training conducted away from the workplace* Might beconducted in a classroom set-up or might be outdoors.* Usually targeted for Soft skills programs* Might be for technical skills, e.g. computer labs *
    • 5. * Conducted on the tasks of the job itself* Might be conducted in the workplace itself* Might be conducted in a „simulation area similar to the workplace‟* Must use actual training material. *
    • 6. * The 5 Learning levels
    • 7. * Level 5 ------------ Level 4 Skill proficiency: --------------- Level 3 -------------------------------- Level 2 Building Skill ----------------- Level 1 Learning Basic Skills
    • 8. *RETENTION RATELecture 5%Reading 10%Audiovisual 20%Demonstration --%Discussion 50%Practice by doing 75%Teaching others --%
    • 9. * Structure Of On-the-job Training
    • 10. Method by which employees are given hands-on experiencewith instructions from their supervisor or other trainer *
    • 11. * Preparation Training Cycle ABCEvaluation Technique Practice
    • 12. * Preparation
    • 13. * The “ABC” Technique
    • 14. * Preparation Training Cycle ABCEvaluation Technique Practice
    • 15. W.I.N.ATTENTION
    • 16. * The objective behind preparing your trainee in the beginning of the session is to W.I.N. his attention & to understand the big picture related to the task he will learn.* To W.I.N. the Attention of the trainee you will have to pass through the following 4 steps: 1.W---- 2.Interest 3.Need, & ------- *
    • 17. b- Presenting The Task To The Trainee* &
    • 18. * The trainee ----presents the --- ----------------------------
    • 19. * Preparation Training Cycle ABCEvaluation Technique Practice
    • 20. * Practicing the Skills of On-The-Job Training
    • 21. *During the follow-up step &continuously from then on, each employee‟s performance MUST be observed and coached to reach training level 3 & above..*Ask the trainee then, to develop his speed, without affecting the standard procedures. *
    • 22. * Preparation Training Cycle ABCEvaluation Technique Practice
    • 23. * Evaluation
    • 24. * Training Troubleshooting
    • 25. By the end of this module you will be able to:•Explain 6 different scenarios that face the Restaurant Team Trainers and explain how to handle them effectively. *
    • 26. * Problem Possible Cause Corrective Preventive Action ActionTrainee does Distractions Make surenot retain the present in training timinginformation training were location appropriate and align with rest. Operation needs.Trainee does Trainee doesn’t Provide morenot retain the understand explanation.information “why” some- Explain the steps are done negative outcomes of the steps are jumped
    • 27. * Problem Possible Cause Corrective Action Preventive Action Trainer didn’t assess Encourage trainer before trainer, when conducting ready to take certification certification again --------------. Stick to followTrainee up process todoesn’t pass allow the traineecertification build his skills ----------------- Immediately correct trainees mistakes and praise each single correct step.
    • 28. * Performance vs. Training Problems
    • 29. ** Module #1 * The Learning Levels* Module #2 * Structuring the OJT* Module #3 * Training & Troubleshooting* Module #4 * Performance vs. Training problems.

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